How can schools buffer toxic stress for young children?
Erikson’s study is the first of its kind to evaluate both social-emotional and academic outcomes through a mindfulness intervention for children in kindergarten through second grade in the Chicago Public Schools. Over four years, the project is reaching more than 2,000 children in Chicago’s high-poverty schools.
More on Erikson’s Mindfulness Research
In Erikson study, early signs show mindfulness has positive impact on students
Amanda Moreno, Ph.D., shares her perspectives about Erikson’s research on mindfulness interventions in Chicago Public Schools classrooms in a Huffington Post article. Read more
Mindfulness is leading to calmer students, more instruction time
In neaToday, Assistant Professor Amanda Moreno, Ph.D., says our mindfulness study is showing promises of students who are calmer, more focused, and ready to learn. Read more
Amanda Moreno, Ph.D., joins filmmaker James Redford to discuss toxic stress, learning
Dr. Moreno participates in a panel discussion following a documentary screening at the Education Writers Association’s 2016 National Seminar. Read more
Erikson’s mindfulness research focuses on how children learn to cope with toxic stress
Writing in Crain’s Chicago Business, Geoffrey A. Nagle, Ph.D., explains how our federally funded research is helping create knowledge around the benefits of mindfulness techniques in the classroom.
The Atlantic features groundbreaking Erikson study
In a feature story published in The Atlantic on an Erikson Institute-led study on mindfulness and young children in Chicago classrooms, Assistant Professor Amanda Moreno, Ph.D., says the project, funded primarily by a prestigious U.S. Department of Education Investing in Innovation grant, is helping students in kindergarten through second grade manage stress, build self-regulation skills, and focus on learning.