A Case Study on the Necessity and Introduction Method of School Meditation

Teachers in City A perceive mindfulness education as beneficial for addressing students' depression, impulsivity, stress, identity exploration, attention, and school violence prevention. They suggest integrating theoretical mindfulness into the curriculum, using breathing meditation before evaluations, and offering it through homeroom, after-lunch, morning, or after-school programs. Anticipated difficulties include a test-oriented environment, lack of awareness, teacher burden, and student resistance. Solutions proposed include appointing mindfulness experts, applying mindfulness to existing programs, building consensus, and making it mandatory. The authors argue that successful implementation requires raising awareness across the educational community and institutional support.

Study at a glance

Abstract

In this study, we conducted in-depth interviews with 5 teachers from City A to investigate the perceived necessity of mindfulness education among Korean teachers and its potential application in the school setting. Through the interviews, we focused on analyzing the necessity of mindfulness education in schools, implementation methods, appropriate education time, difficulties in implementation, and ways to overcome them. The interview results are as follows: First, teachers reported that mindfulness education would be helpful in addressing students’ depression, impulsivity, stress management, identity exploration, attention, and prevention of school violence. Secondly, regarding the application of mindfulness education, suggestions were made for theoretical education linked to the curriculum, breathing meditation before evaluation, integrated classes, autonomous activities, and education for perpetrators of school violence. Thirdly, effective mindfulness education time was mentioned as homeroom, immediately after lunch, morning or after-school programs, and mandatory education hours. Fourthly, anticipated difficulties include a test-oriented learning environment, lack of awareness and perceived necessity of mindfulness, teacher burden, and student resistance. Fifthly, suggested solutions include appointing mindfulness experts, applying mindfulness to existing programs, reaching consensus within the educational community, and making mindfulness education mandatory. In summary, teachers recognize the necessity of mindfulness education, but for its successful implementation in the school setting, it is necessary to raise awareness among the entire educational community, including teachers, students, and parents, as well as provide institutional support.