Purpose Children today face increasing cognitive, emotional, and social demands that may undermine their well-being and development. This study evaluated the effects of a school-based intervention combining attentional practices and Philosophy for Children (P4C) dialogue, as promoted by the SEVE Foundation. The program aimed to foster well-being, socio-emotional competencies, and academic self-evaluation. Methodology Using a partial waiting-list control design, the intervention was implemented over 5 or 10 weeks in four Swiss primary school classes ( N = 64, aged 9–11). Children completed validated self-report measures of psychological well-being, prosocial behavior, emotional difficulties, and academic self-evaluation in French, German, Mathematics, and Science at multiple time points. Findings Significant improvements were observed in specific classes. Prosocial behavior increased and socio-emotional difficulties decreased in one class. Academic self-evaluation improved notably in Science and Mathematics, with a marginal trend toward improved peer relationships at the whole-sample level. Over half of the participants reported independently continuing attentional practices after the program. Limitations/implications Although findings support the feasibility and potential benefits of such programs, effects were modest and context-dependent. The lack of randomization limits generalizability, and future studies should assess implementation fidelity, explore optimal duration, and include teacher- or observer-based evaluations. Practical implications These brief, low-cost interventions may be feasibly integrated into school curricula to support inclusive classroom climates, student engagement, and socio-emotional development. Originality/value This study is among the first to evaluate SEVE's dual-component model, offering empirical support for combining P4C and attentional practices in primary education. It provides actionable insight for educators and policymakers seeking to promote student well-being through interdisciplinary approaches.
Martin et al. (Fri,) studied this question.