Emotion and Self-Regulation Workshop in an International Baccalaureate School

The present study examines the effectiveness of an intervention for emotional and self-regulation in an international baccalaureate school in Italy. The intervention targeted primary age students and utilizes scientific based approaches drawing from cognitive-behavioral and mindfulness approaches. There is a need for more research in international baccalaureate (IB) schools due to the high need of socio-emotional skills to meet the requirements of the curriculum. IB also have a diverse developmental, social and cultural community which may help researchers identify individual differences in benefits from Social Emotional Learning (SEL) interventions. The lack of research in IB schools in conjunction with the growing popularity increases the need for greater understanding of the social-emotional development of children enrolled in this curriculum.