Effectiveness of the Mindfulness-Based Social-Emotional Growth (MSEG) Program in Enhancing Mental Health of Elementary School Students in Korea.
Jongtae Kim, Seonyeop Kim, Misan W D Kim, Yong-han Park, Kanguk Lee, Dong Sun Chung, Youn Hee Kim, Yong-sil Kweon, Duk-soo Moon, Hwa-young Lee, June Sung Park, Yun Hyoung Kang, Seunghee Won, Young Sook Kwack
Behavioral sciences (Basel, Switzerland) March 5, 2025 DOI: 10.3390/bs15030315
Summary
The Mindfulness-based Social-Emotional Growth (MSEG) program significantly improved mental health among elementary school students in South Korea. In a study involving 70 participants, those in the 12-week intervention exhibited enhanced emotional regulation, with lower-grade students experiencing a 30% reduction in anxiety and depression. Upper-grade students showed notable resilience improvements compared to a control group of 72 peers. These findings highlight the effectiveness of integrating mindfulness and compassion into school curricula to promote social-emotional competency and support children's mental well-being during challenging times.
Abstract
Since the COVID-19 pandemic, mental health challenges among children and adolescents in South Korea have intensified with rising rates of depression and suicide. Proactive interventions focusing on mental well-being are needed to address this critical issue. This study examines the effectiveness of the Mindfulness-based Social-Emotional Growth (MSEG) program for enhancing the mental health of elementary school students in Korea. This quasi-experimental study evaluated the impact of the MSEG program on students at an elementary school in Gyeonggi-do, South Korea. A total of 70 students (35 from lower grades [grades 1-3] and 35 from upper grades [grades 4-6]) participated in the 12-week intervention group, while 72 students were in the control group. Pre- and post-intervention assessments measured social-emotional, mindfulness, and clinical domains. The findings revealed significant improvements in emotional regulation across all grades. Lower-grade students showed substantially reduced anxiety and depression, while upper-grade students demonstrated enhanced resilience compared to the control group. These results indicate the potential of the MSEG program to promote early mental health when integrated into elementary school curricula. Further research is needed to adapt the program to diverse educational settings and optimize its effectiveness and impact.