We are committed to conducting rigorous research on the effects of The Present Courses. Our initial research on The Present Course for Primary School children was a small-scale  study (N=8) with Key Stage 1 (3-7 year olds). Parental reports suggested improvements in the children’s emotional well-being and behaviour after the course, even though these findings need to be considered with caution given the small sample and a lack of a control group. More rigorous evidence will be provided by a randomised controlled trial with older primary school children learning The Present Course for Primary Schools which is currently under way in Vietnam.

“We have supported a research project investigating the effects of The Present Course in primary schools in Vietnam. The project is a randomised controlled trial comparing the effects of The Present Course to the effects of life skills lessons and a curriculum as usual in older primary school children. The research focuses on changes in emotions processing and emotion regulation of children resulting from The Present training. The measures include self-report questionnaires, electrophysiological assessments of brain indexes of emotion processing and innovative assessments involving children self-interpreting short stories about their emotion regulation. The research project is one of the first studies to investigate the effects of mindfulness and wellbeing curricula on emotion regulation of children from a cross-cultural perspective. The study is a PhD project conducted by Thy Nguyen, a PhD student at Bangor University, supervised by Dr Dusana Dorjee. The study has been supported by the 1440 award from the Mind & Life Institute (USA). The data for the study has been successfully collected at three time points – before The Present Course delivery, after completion of The Present Course and at a three-months follow up. The research project is now at the data analysis stage with the findings to be available in Summer 2020.”