Abstract

Context: Following the COVID-19 pandemic, there has been a growing focus on the importance of developing children’s cognitive, social, and emotional skills. The Mini Mind programme was created to help children improve self-awareness and self-regulation. This participatory action research (PAR) project aimed to implement the Mini Mind programme in schools to address these needs. The programme was trialled in primary schools in the North East of England, in collaboration with the University of Sunderland and Global Spirit Ed CIC.
Aims: The project aimed to: (1) implement the Mini Mind programme to support children’s self-regulation and emotional development, (2) empower schools to set their own goals using PAR, and (3) create a model of co-constructed research that could be adapted for other schools.
Methods: The study employed a participatory action research model, involving nine teachers from four schools, university researchers, and the Mini Mind trainer. Teachers implemented the Mini Mind programme, tracking pupil progress through observations, questionnaires, and field notes. The PAR process involved iterative cycles of planning, action, and reflection. Data included classroom observations, children's feedback, and teachers’ reflections on their evolving roles as researchers.
Findings: Teachers reported that the children developed a better vocabulary for discussing emotions, improved self-regulation, and showed observable changes in both classroom behaviour and informal settings. Teachers also gained critical insights, enhancing their role as practitioners and researchers. The programme empowered schools by aligning the research with their specific social-emotional learning goals. However, challenges included adapting materials for younger children and ensuring sustained impact beyond the programme’s weekly sessions.
Implications: This project highlighted the effectiveness of participatory action research in fostering collaboration between universities and schools, offering a model that allows schools to take ownership of addressing their unique educational needs. It also showed the potential for university-school partnerships to develop impactful research practices that could be scaled to other educational settings, including secondary schools.