This study examines the effectiveness of the "Kindness Seeds" intervention program, developed to strengthen social-emotional skills at the elementary school level. The project aimed to increase kindness behaviors, foster respect for individual differences, and support friendship relationships through a collaborative approach involving teachers, parents, and psychological counselors.


The research was implemented during the 2024-2025 academic year at Private Sanko Schools with the participation of 384 students (grades 1-4), their parents, 49 teachers, and 3 psychological counselors. The project was conducted in three phases: preparation, implementation, and evaluation. In the preparation phase, pre-tests were administered to teachers and parents, and program materials were developed. During the implementation phase, psychological counselors conducted six hours of classroom-based activities, while classroom teachers provided two hours of supplementary guidance lessons. Additionally, school-wide events such as "Friendship Day" and the "Mismatch Party" were organized, and thematic newsletters and book recommendations were shared with families. A parent workshop was also held to enhance family engagement.


Data were collected through pre- and post-test evaluation forms and analyzed using SPSS 25.0. The Kolmogorov-Smirnov test confirmed normal data distribution (p > 0.05), allowing for paired samples t-test analyses (α = 0.05). Results showed significant improvements in kindness-related behaviors, including helpfulness (Mpre = 3.2, Mpost = 4.5), empathy (3.1 → 4.4), and respect for differences (3.4 → 4.6) (p < 0.05).


Qualitative findings supported these results: teachers observed increased use of polite expressions and inclusive behaviors, while parents reported that children became more understanding, expressive, and caring toward others.


Overall, the Kindness Seeds program effectively enhanced students' positive social behaviors. Framed within Bandura's social learning theory, the findings highlight modeling and reinforcement as key mechanisms. Future implementations should integrate student leadership, teacher observations, and feedback processes to ensure sustainability and scalability within school counseling programs.