Kindness Seeds Project: The Effectiveness of a Holistic Intervention Program Strengthening Social-Emotional Learning at the Elementary School Level

Abstract Book of the 7th International Conference on Research in Psychology

Year: 2026

[PDF]

Kindness Seeds Project: The Effectiveness of a Holistic Intervention Program Strengthening Social-Emotional Learning at the Elementary School Level

Feyzanur Eren, Bahar Konukoğlu

ABSTRACT:

This study examines the effectiveness of the “Kindness Seeds” intervention program, designed to strengthen social-emotional skills at the elementary school level. The project aimed to increase kindness behaviors, develop respect for individual differences, support friendship relationships. It was conducted through a collaborative, holistic approach involving teachers, parents, and psychological counselors.
The research was carried out during the 2024-2025 academic year at Private Sanko Schools, with participation of 384 students of grades 1-4, their parents, 49 teachers, and 3 psychological counselors. The implementation process of the project consisted of three phases: preparation, implementation, and evaluation. During the preparation phase, pre-tests were administered to teachers and parents, and content development and material preparation took place. In the implementation phase, psychological counselors conducted 6 hours of classroom activities, while classroom teachers provided 2 hours of supplementary guidance lessons. Additionally, school-wide social events such as “Friendship Day” and the “Mismatch Party” were organized. Throughout the process, thematic newsletters and book recommendations were sent to parents and teachers, and a parent workshop was held to support family involvement.
Data were collected through pre-test and post-test evaluation forms administered to teachers and parents. Qualitative feedback was also gathered through open-ended questions. The data were analyzed using SPSS 25.0 software. The normality distribution of pre-test and post-test data was assessed with the Kolmogorov-Smirnov test, and it was found that the data followed a normal distribution (p > .05). Therefore, paired samples t-test was used to determine the difference between dependent measures. The significance level was set at .05. The findings revealed significant increases in behaviors such as “helpfulness,” “empathy,” “respect for differences,” and “using verbal kindness expressions.” For example, the average score for helpfulness increased from 3.2 in the pre-test to 4.5 in the post-test. The behavior of “respect for differences” rose from 3.4 to 4.6, and “empathy” scores increased from 3.1 to 4.4. The t-test results indicated statistically significant improvements in all measured behaviors (p < .05).
In the qualitative data, teachers reported that students used more polite expressions in class, acted more inclusively during play, and supported their excluded peers. Parents noted that their children were more understanding and shareable with their siblings, better expressed their emotions, and began to consciously use polite words in daily life. Some parents also stated that their children carried expressions they saw in newsletters into family discussions, becoming positive role models within the household.
These results demonstrate that planned and holistic intervention programs targeting social-emotional learning are effective in increasing positive social behaviors, especially at the elementary school level. When evaluated through the framework of Bandura's social learning theory, it is evident that students adopted positive behaviors by modeling and reinforcing them.
The research offers an exemplary model for improving school climate and strengthening value-based education. For future implementations, it is recommended to incorporate student leadership, teacher observation forms, student feedback. To ensure the sustainability of the project, it is suggested to integrate it into school counseling programs and expand it as a model for other schools.

Keywords: Kindness, Social-Emotional Learning, School-Based Intervention, Empathy, Respect for Differences