Mindfulness activities in schools have been proposed as a potentially effective classroom tool as an approach to educating the whole child. However, qualitative research on mindfulness in education is in its infancy. The goal of this study was to investigate qualitatively how elementary school teachers perceive classroom culture, behavior, and stress in their students after implementing mindfulness activities. Six teachers in one elementary school in an urban school district in Texas were interviewed utilizing a semi-structured interview design. The interviews were transcribed and analyzed utilizing NVivo qualitative software. Conclusions were presented via a hermeneutic lens as the researcher utilized the metaphor of a house with many rooms to report data. The following themes were found: The effects of mindfulness on classroom routines, student behavior, and classroom culture; mindfulness and uncontrollable events (with or without guidance); general changes as a result of mindfulness activities (e.g., self-regulation, emotional awareness, and reduced stress levels; the most impactful mindfulness activities (breathing exercises, reflection, stretching, visualization); the least impactful mindfulness activities (body scans, mindful eating, morning meetings); disruptive behavior (aggression, constant talking, tantrums: and teacher reflection on whether mindfulness reduced disruptive behavior
|Commitee:||Anderson, Karin, Jones, Janet, Hartzell, Stephanie, Winkler, Chris|
|School:||Concordia University Texas|
|Department:||College of Education|
|School Location:||United States -- Texas, US|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Elementary education|
|Keywords:||Mindfulness, SEL, Social emotional learning|
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