Effectiveness of Mindfulness Based Interventions in Elementary Schools
Document Type
Event
Department
Social Work
Abstract
This descriptive study examines teachers at K-6 public schools in Lewiston, Maine to determine the extent that mindfulness-based skills are taught in the classroom, and the outcomes observed by educators. With classroom sizes getting larger, and resources getting smaller, many public school educators struggle with ways to address social, behavioral, and academic challenges in the classroom, which impacts students' success in school. This study aims to gain insight into whether or not teachers are using any mindfulness strategies to help their students. Specifically, the research question is “How might mindfulness based practices within a classroom setting impact students' social, emotional, and academic learning outcomes? Participant recruitment was performed using convenience sampling of teachers in Maine. We anticipate that the findings will suggest that mindfulness is being used by classroom teachers as classroom management techniques, and that when used with students, it improves behavior and academic performance.
Effectiveness of Mindfulness Based Interventions in Elementary Schools
This descriptive study examines teachers at K-6 public schools in Lewiston, Maine to determine the extent that mindfulness-based skills are taught in the classroom, and the outcomes observed by educators. With classroom sizes getting larger, and resources getting smaller, many public school educators struggle with ways to address social, behavioral, and academic challenges in the classroom, which impacts students' success in school. This study aims to gain insight into whether or not teachers are using any mindfulness strategies to help their students. Specifically, the research question is “How might mindfulness based practices within a classroom setting impact students' social, emotional, and academic learning outcomes? Participant recruitment was performed using convenience sampling of teachers in Maine. We anticipate that the findings will suggest that mindfulness is being used by classroom teachers as classroom management techniques, and that when used with students, it improves behavior and academic performance.
