Exploring Effectiveness of Implementation of the MindUP Program Through Implementor Perspectives
Abstract
Developing feasible universal school-based programs that help children develop social and emotional competencies is crucial for the development of improved mental health in children, especially those who have been exposed to trauma. Educators need to be motivated to implement such programs with high quality so that intended outcomes are more likely to occur, but a variety of both internal and external factors can affect implementation. The present study explores these factors by inviting the perceptions of implementers and support staff who were involved in an SEL program called MindUP. Semi-structured interviews were conducted with eight participants, the interviews were transcribed and then analyzed using a thematic analysis. Themes that emerged as important to implementation were systemic factors, individual factors, outcomes, and developing competence. Self-Determination Theory was used to frame the results. The findings suggest that having a supportive school culture, being willing to learn and internalize the MindUP philosophy, seeing a difference in the classroom, and comprehending the evidence-based concepts and curriculum, all have an influence on implementation. The findings suggest that incorporating a trauma-informed framework with MindUP and the development of a formal coaching structure help implementers effectively implement MindUP. The significance of this study is that it conceptualizes factors that implementers perceive to be important to effectively implement MindUP.