Eighty-seven preservice teachers, some of whom had preschool teaching experience, were randomly assigned to an intervention that included training in breathing awareness meditation infused with social-emotional learning (n = 43) or a control group that received training in (n = 44) in breathing awareness meditation only. Both groups showed an increase in mindfulness from pre-to posttest. However, as expected, dimensions of emotional competence improved more significantly for preservice teachers in the intervention group. Increases were also greater for participants with teaching experience. Both groups also increased in the belief that classroom misbehavior would result in negative cognitive and social costs to children, but a larger increase was observed for the intervention group. Implications for teacher preparation are discussed.

This study examined a comprehensive screening model within children attending Head Start programs from urban (n =232) and rural (n = 231) communities. The Devereux Early Childhood Assessment (DECA; LeBuffe & Naglieri, 1999) was used to measure social‐emotional protective factors (i.e., Total Protective Factors [TPF]) and risk factors (i.e., Behavior Concerns [BC]) within children that resided in two different community settings. Children from low‐income rural programs received higher scores on a subscale measuring children's relationship to adults (i.e., Attachment subscale). Additionally, children from low‐income urban programs received higher scores on children's ability to self‐regulate (i.e., Self‐Control subscale). Significant differences between children from rural and urban settings were not found on the primary scales (BC or TPF) of the DECA. Statistically significant gender differences by community‐type were not found. Findings contribute to the literature by illustrating that community characteristics might influence the development of different social‐emotional behaviors in preschool children. © 2011 Wiley Periodicals, Inc.

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