Heart Centered Learning: Integrating Mindfulness, Breath, and Compassion for Well-Being and Connection
Christine Mason, Alexis M. Richmond, Hallie Williams, Melody Mann, Chandni Lal
American Journal of Qualitative Research June 2, 2026 DOI: 10.66815/ajqr/18697 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Longitudinal Peer reviewed |
|---|---|
| Sample size | 9 |
| Population | Educators and leaders in educational settings |
| Intervention | Heart Centered Learning (HCL) |
| Topics | Meditation |
| Keywords | Compassion Reflexivity Thematic analysis Qualitative research Variety cybernetics Empathy Pedagogy Applied psychology Community practice Everyday life Intervention counseling |
| Key findings | Identified community, mindfulness, compassion, and breath as interrelated themes in how educators experience and implement Heart Centered Learning, with perceived benefits for their own self-regulation and empathy and for students' resilience and social responsibility. |
Abstract
This qualitative study explored how educators and leaders experience and implement Heart Centered Learning (HCL), an integrative framework that connects mindfulness, breath, and compassion to promote well-being and community across educational settings. Based on semi-structured interviews with nine purposefully selected participants, the reflexive thematic analysis identified core themes of community, mindfulness, compassion, and breath as interrelated elements of personal and collective transformation. Participants described using HCL to cultivate emotional competence, reflective awareness, and relational safety for themselves and their students, emphasizing practices that extend beyond classrooms—such as family engagement, student-led initiatives, and community dialogue—as well as structural supports like wellness coaches and data systems to sustain implementation. Educators reported developing greater self-regulation, empathy, and confidence, noting perceived positive ripple effects on students’ resilience, self-advocacy, and social responsibility. These findings suggest that committed practitioners experience HCL as a framework for integrating mindfulness- and compassion-based approaches into everyday educational practice and community life, while underscoring the need for future research using more diverse samples, direct outcome measures, and longitudinal designs.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 9
- Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology October 27, 2008
- Mindfulness-Based Stress Reduction for Health Care Professionals: Results From a Randomized Trial. International Journal of Stress Management May 1, 2005
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- Teaching meditation to college students within an historical and cultural context: A qualitative analysis of undergraduate reflections on contemplative practice Current Psychology February 12, 2022
- Effect of an Intensive Mindful Practice Workshop on Patient-Centered Compassionate Care, Clinician Well-Being, Work Engagement, and Teamwork. The Journal of continuing education in the health professions 2022
and 4 more in the library