Direct and Moderating Impacts of the CARE Mindfulness-Based Professional Learning Program for Teachers on Children’s Academic and Social-Emotional Outcomes
Joshua L. Brown, Patricia A. Jennings, Damira S. Rasheed, Heining Cham, Sebrina L Doyle Fosco, Jennifer L. Frank, Regin Davis, Mark Greenberg
June 20, 2023 preprint DOI: 10.31234/osf.io/2afys (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cluster randomized trial |
|---|---|
| Sample size | 5,200 |
| Population | K-5th grade children (mean age 7.7 years) in 36 urban elementary schools, with 224 teachers (mean age 41.5) |
| Intervention | Cultivating Awareness and Resilience in Education (CARE) professional development program |
| Topics | Meditation |
| Citations | 3 |
| Key findings | CARE was linked to positive effects on children's engagement in learning, motivation for learning, and reading competence, but unexpectedly to increased conflict. Children of CARE teachers initially low in mindfulness were reported higher on engagement, motivation, reading competence, and math competence than children of low-mindfulness control teachers; unexpectedly, children of CARE teachers high in mindfulness were reported lower in social skills than those of high-mindfulness control teachers. |
Abstract
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (Mage = 41.5) and 5200 children (Mage = 7.7years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacher-reported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cites 8
- Using Self-Report Assessment Methods to Explore Facets of Mindfulness Assessment January 27, 2006
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- The Empirical Status of Mindfulness-Based Interventions: A Systematic Review of 44 Meta-Analyses of Randomized Controlled Trials Perspectives on Psychological Science February 16, 2021
- Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma Contemporary Buddhism May 1, 2011
- Contemplative Practices and Mental Training: Prospects for American Education Child Development Perspectives April 23, 2012
and 3 more in the library