This exploratory study examined the impact of the newly developed Mindful Breathing Program (MBP), a grassroots mindfulness-based intervention, on the social-emotional well-being of students and teachers in a K–12 public school district in the United States. Pre- and post-intervention measures assessed students’ levels of mindfulness, affect, social-emotional functioning, and prosocial...
Abstract School-based mindfulness programs help students manage stress and promote well-being. These programs largely reflect a developmental psychological mindfulness framework that posits that intrinsic states of mindfulness and basic compassion can be cultivated into traits through socialization and training. Yet less is known about how program effects vary depending on individual and...
The use of mindfulness in schools has greatly expanded over the past 10 years. Research has demonstrated positive psychological effects of mindfulness for students as well as teachers (Emerson et al., Mindfulness 8:1136-1149, 2017; Semple et al., Psychology in the Schools 54:29-52, 2017). Similarly, studies focusing on mindfulness interventions for parents of children with disabilities and/or...
Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools. The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school psychology journals from 2006 to 2020 to examine...
This quasi-experimental study investigates differences in the impact of school-based yoga interventions and mindfulness practices on psychological well-being impact factors in at-risk Hispanic adolescent high school students compared to similar students enrolled in traditional physical education classes. Due to the global COVID-19 pandemic, experimental conditions were delivered virtually. The...