Implementation and sustainability of the French adaptation of the kindness curriculum: a qualitative study on trained teachers

Social and emotional learning programmes, such as the Kindness Curriculum, have shown positive effects on children’s social and emotional competencies. However, the effectiveness of a programme 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. Seventeen French preschool teachers participated in semi-structured interviews at the end of the school year, following their implementation of the programme. Data were thematically analysed, combining deductive and inductive approaches. Overall, teachers reported positive perceptions of the programme and its relevance to their practice. However, several challenges were identified that sometimes hindered implementation. Teachers also reported making adaptations to the programme, highlighting the role of flexibility in supporting engagement. Finally, participants provided insights into conditions that may facilitate long-term implementation and sustainability. These findings underscore the importance of considering teachers’ experiences and contextual factors when scaling up SEL programmes, and highlight the need to balance fidelity and adaptability.