The authors wish to acknowledge the contributions of Cindy Ola and Candice Small for their assistance with group facilitation and the design of control group activities. AbstractSchool engagement has been found to be a statistically significant predictor of academic success. Education researchers are particularly interested in exploring the factors that influence the ways in which students are engaged in the classroom. As the population of students in the United States has become increasingly multicultural, it is imperative that current research address the cultural influences that may be related to school engagement. This study explored how ethnic identity development and school engagement are related with a sample of African American girls in middle school. Twelve participants received 6 weeks of a cultural awareness group curriculum (Sisters of Nia) and 6 weeks of an informal girls group in this multiple group intervention study. School engagement, cultural style, and ethnic identity were measured throughout the group intervention.

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As schools are increasingly tasked with improving student outcomes related to both academic and social and emotional wellbeing, digital interventions are becoming utilized as viable tools for successful outcomes. This study aimed to measure the effectiveness of a culturally responsive, artbased mindfulness intervention called L.A.U.G.H. ® (Let Art Unleash Great Happiness), in a diverse sample of 243 elementary school students. Using an iPad app, students practiced mindful breathing and created digital art in their classrooms. The app also measured students' moods, school connectedness, and joy of learning. The study design was a one-group repeated measure intervention design where ratings were compared between Weeks 1, 4, 8, and 12 of the intervention. Results indicated that L.A.U.G.H. ® time improved and increased students' moods, School Connectedness, and Joy of Learning over time. Race played a significant role in how students rated their feelings about school, with significant effects that emerged among Black/African American and Asian American/Pacific Islander students. Both groups began with the lowest ratings of school connectedness and demonstrated significant improvements by Week 8. This study revealed results from a digital mindfulness intervention and highlighted the importance of a nuanced study of differential impacts of such interventions among diverse students.