Mindfulness is a growing topic of discussion across the United States, particularly in education. There exists an array of studies on mindfulness as an intervention used in schools to promote academic achievement and social and emotional well-being. While the research has consistently supported the benefits of mindfulness, it has not addressed its implementation into the classroom (both formally and informally) as thoroughly. Specifically, it has not examined the perceptions of those teachers that are charged with implementing this intervention into their classroom. Nor does there exist research to identify possible barriers to teachers’ implementation of mindfulness into the classroom.
In order to investigate these areas, this study employed a survey to collect data from 78 elementary school teachers from a school district in the Denver metropolitan area. The survey measured teachers’ knowledge (definition, familiarity, and use) of mindfulness, as well as their perceived barriers to its implementation. Results showed that two-thirds of teachers reported that they had somewhat of an understanding of mindfulness and were informally using it in their classroom, and that a need for training is the highest barrier to teachers’ implementation. Further research on informal mindfulness training is needed to guide future implementation efforts.
|Commitee:||Bjork, Kristen, Donovan, Courtney|
|School:||University of Colorado at Denver|
|School Location:||United States -- Colorado|
|Source:||MAI 58/01M(E), Masters Abstracts International|
|Subjects:||Education, Elementary education, Educational psychology|
|Keywords:||Barriers, Implementation, Knowledge, Mindfulness, Perceived, Teachers|
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