Teachers’ view on the implementation and sustainability of a French adaptation of the Kindness Curriculum: a qualitative study

Background : Social and emotional learning (SEL) programs, such as the Kindness Curriculum, have shown positive effects on children's social and emotional competencies (SEC), mental health and executive functioning. However, the effectiveness of a program alone does not ensure its successful implementation and sustainability beyond the evaluation context. This study aims to qualitatively explore preschool teachers’ attitudes and experiences with the French adaptation of the Kindness Curriculum, identifying key factors that are likely to affect its implementation and long-term sustainability. Methods : Seventeen French preschool teachers from a socio-economically disadvantaged area participated in semi-structured interviews at the end of the school year, after implementing a French adaptation of the Kindness Curriculum. Data were thematically analyzed, combining deductive and inductive approaches. Results : All teachers expressed appreciation for the program, citing its structure and content suitability, students’ appreciation and observed positive impacts on students’ SEC. However, challenges related to time constraints, classroom and students’ characteristics, teachers’ lack of mastery and support-related limitations sometimes hindered program implementation. Adaptations implemented by teachers were identified and strategies for long-term engagement were suggested. Conclusions : Despite the challenges encountered, teachers' overall positive reception of the program is encouraging for its long-term sustainability. The possibility for teachers to adapt the content, as well as the strengths and limitations of this study were discussed.