A Counselor‐Delivered Mindfulness and Social–Emotional Learning Intervention for Early Childhood Educators

Abstract

AbstractThe authors discuss the results from an early childhood mental health consultation (ECMHC) intervention delivered by a professional counselor to 6 teachers in urban, culturally diverse, and economically challenged school environments. Results from a phenomenological analysis of the data evince the influence of the ECMHC intervention, which combined social–emotional learning with mindfulness‐based learning. In particular, results show how the teachers experienced growth in emotional regulation in and beyond the classroom.