This study assessed the feasibility and implementation of the SEE Learning program in two schools in Kenya, supported by the Mindful African Initiative. A longitudinal qualitative approach was used to track program acceptability, adaptation needs, and perceptions of fit within the Kenyan context.

Key findings identified several barriers to sustained implementation, including the need for greater teacher support, integration of cultural knowledge and traditions, and consideration of indigenous wisdom when incorporating contemporary approaches to social, emotional, and ethical development.

These insights underscore the importance of culturally responsive adaptations to enhance the program’s effectiveness and sustainability in diverse educational settings.