An Exploration of Educators' Experiences Implementing the MindUP Program During the COVID-19 Pandemic
Abstract
The onset of the COVID-19 pandemic added a layer of challenge and complexity to the implementation of school-based social-emotional learning (SEL) programs such as MindUP. As we move forward and work to remediate some of the adverse consequences of the pandemic, prioritizing SEL programs such as MindUP will be a critical public health measure. As such, understanding the experiences of educators who implemented MindUP during the pandemic is critical to promote both the sustainability of MindUP and evidence-based programming in the face of future school disruptions. Using a mixed-methods study design data were collected from educators using surveys (n=59) and focus groups (n=20). Participants included educators who taught in an entirely virtual classroom as well as those who taught primarily in-person but were required to make several shifts between in-person and virtual learning throughout the 2020-2021 school year. Overall, there was considerable variation between educators’ experiences implementing MindUP during the pandemic. However, the results suggested that most educators who participated in this study found the program to be worthwhile, relevant, and beneficial for both students and educators. Five overarching themes were identified and used to highlight successes, challenges, and modifications necessary to deliver MindUP during the pandemic. The findings have implications for the sustainment of the MindUP program and for virtual implementation of SEL programming more broadly which might be necessary for reasons aside from the pandemic.