Well-Being in Infants and Children

How can we set children up for the best success and well-being later in life?

A growing body of evidence points to the importance of emotion regulation early in life for healthy social and decision-making skills throughout the lifespan.

We know the brain changes throughout life, but there are sensitive periods of development when the brain is more pliable – between birth and 2 years of age, between 4 and 6 years of age, and around puberty. These are areas our researchers are especially interested in influencing to promote well-being in children and throughout adulthood.

We’re committed to learning the best ways to promote well-being in expecting mothers, infants, children and families through pioneering research on how the brain develops in the months following birth and in the first years of life. We're studying how curricula such as our mindfulness-based Kindness Curriculum affect children’s social and educational experiences for the better and whether video games may help build skills in empathy and attention.

Featured Finding

Neural correlates of video game empathy training in adolescents: A randomized trial.

Kral, T. R. A., Stodola, D. E., Birn, R. M., Mumford, J. A., Solis, E., Flook, L., Patsenko, E. G., Anderson, C. G., Steinkuehler, C., & Davidson, R. J. (2018).

npj Science of Learning, 3(1), 1-14. doi:10.1038/s41539-018-0029-6

Well-Being in Infants and Children Archive

Ongoing Studies

Classroom desk with apple by Andrea Carolina Sanchez Gonzalez via iStock

A Classroom-Based Training Program for Attention and Emotion Regulation

Richard J. Davidson, Lisa Flook, Lori Gustafson, Matt Hirshberg, Cara Knoeppel, Chad McGehee, Evan Moss, Jane Sachs

Assessing how mindfulness-based training works in classrooms, Center researchers are developing programs for students and children to learn more about how an integrated approach can promote well-being in schools.

Baby Brain and Behavior Project

Cory Burghy, Richard J. Davidson, Doug Dean, Corrina Frye, Hill Goldsmith, Ned Kalin, John Koger, Cory Schmidt, Nicci Schmidt, Sarah J. Short, William Wooten

Our researchers are learning more about how very early experiences influence the developing brain and child well-being.

School children playing Center for Healthy Minds game, Tenacity

Games to Teach Mindfulness and Compassion to Adolescents

Nagesh Adluru, Cory Burghy, Richard J. Davidson, Lisa Flook, Tammi Kral, Elena Patsenko, Kurt Squire, Constance Steinkuehler, Jeanette Mumford

Our researchers are developing and measuring the impact of video games to help children improve attention and develop pro-social behavior.

Improving School Climate and Children’s Well-Being through Mindfulness-Based Curricula in Mexico

Daniela Labra Cardero, Leandro Chernicoff, Richard J. Davidson, Sarah J. Short

What impact does well-being curricula have on educators and the students they serve? The Center for Healthy Minds is teaming up with AtentaMente, a Mexico-based group of multidisciplinary professionals, to find out.

fMRI images of infants by Center from Healthy Minds

Neurobiology of Emotion Regulation and Developmental Stress

Cory Burghy, Richard J. Davidson, Matt Hirshberg, Cecilia Westbrook

How do early experiences shape a person’s chances of developing symptoms associated with depression and anxiety? Center scientists are studying risk factors and longitudinal data to learn more.