A quasi-experimental longitudinal study evaluated the TREVA program, a classroom-based mindfulness intervention, in two samples: secondary-school students aged 12–17 (n = 139) and their teachers (n = 21). The program improved classroom climate, measured by group cohesion and group management, in the student sample across four time points. In the teacher sample, assessed before and after the intervention, mindfulness competencies—specifically psycho-corporeal self-awareness—increased. The authors highlight practical implications for including such programs from early educational levels to foster teachers' attentional skills and improve classroom climate.
Participating in the 2023 Carnaval de Negros y Blancos in southwestern Colombia, a festive event blending African, Andean, and European traditions, was associated with stronger identification with the local community, the nation, and all of humanity. Surveying 163 participants (dancers, players, and other artists), the quality of the collective experience—termed collective effervescence—predicted these identifications, even after accounting for sociodemographic factors and how many days people attended. The emotion of awe specifically mediated the link between collective effervescence and both community identity and parochial altruism, but not national or all-of-humanity identity. The findings suggest that a local multicultural celebration can foster superordinate identities, partly through self-transcendent emotions like awe.