CLIENTS

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RESEARCH

RIVERTON ELEMENTARY SCHOOL
PORTLAND, ME

  • Method: Video Curriculum 3-5 times per week, assessed teacher reports of children’s readiness to learn, using a continuous assessment, repeated-measures design.

  • Number of students: Approximately 400

  • Ages: 5 – 10

  • Validated tool: Behavioral and Emotional Rating Scale, Second Edition (BERS-2)

  • Outcomes: Overall, aggregated data (all outcome measures consolidated) were compiled from all days when the video curriculum was used, contrasted with days the video curriculum was not used. This resulted in a sweeping pattern of more positive teacher evaluations of the students’ behavior and overall readiness to learn during wellness video days.

Riverton self reports of efficacy and well-being
Comparison of Teacher Evaluations of Student Behaviors and Readiness to Learn

GREENWOOD ELEMENTARY SCHOOL
ENGLEWOOD, CO

  • Method: Video Curriculum 3-5 times per week for 8 weeks
  • Number of students: 75

  • Ages: 9 & 10

  • Validated tool: Behavioral and Emotional Rating Scale

  • Outcomes: Our findings showed that the students had a statistically significant improvement in:

    • Interpersonal Strength: Ability to control emotions and behaviors in a social situation.
    • Involvement with Family: Participation and relationship with his or her family.
    • Intrapersonal Strength: Outlook on his or her competence and accomplishment.
    • Affective Strength: Ability to express feelings towards others and to accept affection from others.
Mean changes over study period

CHERRELYN ELEMENTARY SCHOOL: CHILDREN ON THE AUTISM SPECTRUM
ENGLEWOOD, CO

  • Number of students: 7

  • Ages: 6 – 11, Children on the autism spectrum
  • Validated tool: Rating tool was based on the Autism Behavior Checklist* and was adapted to suit the programming needs within the school setting.

  • Outcomes: Results indicated improvements across all three areas with the most significant difference being in the sub-category of self-regulation. Specifically, teachers noted overall improvements in students’ ability to cope with changes in the schedule and they saw a decrease in disruptive behaviors in the classroom.

Click here to download summary of results

* Autism Behavior Checklist (Krug, Arick, & Almond, 2008)

Schmoga research at Cherrelyn Elementary School

PARKSIDE HEADSTART
PORTLAND, ME

  • Method: Video Curriculum 3 times per week for 4 weeks**
  • Number of students: 18

  • Ages: 4 & 5

  • Validated tool: The Strengths & Difficulties Questionnaire
  • Outcomes:

    • Students showed a decrease in overall stress, emotional distress, behavioral difficulties, hyperactivity and concentration difficulties and difficulties getting along with other children.
    • 94% of students Stress scores decreased post program.

** In conjunction with KindMind offering twice weekly 15 min in-person mindfulness/movement sessions.

Parkside Headstart research summary chart

DENVER UNIVERSITY
DENVER, CO

  • Method: Video Curriculum in conjunction with 45-minute group wellness activities
  • Ages: 28-year-old graduate students
  • Validated tool: Burckhardt, C. S., & Anderson, K. L. (2003). The Quality of Life Scale (QOLS): Reliability, Validity, and Utilization. Health and Quality of Life Outcomes, 1, 60
  • Outcomes: Ten weeks of Roots Up “Five Minutes of Mindfulness” used in combination with attendance at weekly, facilitated, 45-minute group wellness activities and independent use of a web-based wellness portal both of which included components on nutrition, nature, mind-body-spirit, play, and emotional expression increased average Quality of Life scores for adults average age 28 years old.

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