BackgroundSchool-based professionals often report high burnout, particularly in geographic areas like Appalachia, where school-aged children are exposed to high levels of adverse childhood experiences, which may be exacerbated by the COVID-19 pandemic. While school-based mindfulness trainings can reduce burnout, their efficacy is influenced by the expectations of intervention personnel ahead of implementation. The present study assessed expectations and perceptions of a school-based mindfulness training among school personnel in 21 Appalachian schools during the COVID-19 pandemic.MethodsUpon enrollment in the training, staff (N = 191) responded to open ended survey questions regarding perceived impacts of COVID-19 on students, expected benefits and barriers to school-based mindfulness, and perceived community acceptance of mindfulness.ResultsSchool personnel identified social isolation and lack of structure as negative impacts of COVID-19 on students. Expected benefits of classroom mindfulness included improved coping skills, focus, and emotion regulation, whereas barriers included lack of time and student ability level (e.g., age, attention). While most respondents indicated that their community was accepting of mindfulness practices, some noted resistance to and misperceptions of mindfulness, which may illustrate the influence of local cultural norms and values on the acceptability of mental health interventions.ConclusionsOverall, these findings suggest positive expectations and relative perceived support for mindfulness practices within these Appalachian communities, including in response to negative impacts of the COVID-19 pandemic on students. Adapting practices and language to accommodate barriers such as time, student ability, and cultural misconceptions of mindfulness may increase the feasibility and efficacy of these interventions.

Locomotion, Reflexes, and Object Manipulation. Two subtests, Grasping and Visual Motor Integration, make up the finemotor portion. The test requires the child to perform specific motor items, which are scored with a 2, 1, or 0 for each item, depending on whether the child correctly, partially, or does not complete the item according to its description. Standard scores, percentiles, and age equivalents are available, as well as quotient scores in fine-and gross-motor areas. The entire PDMS-2 can be administered in 45 to 60 minutes. Separate fine-or gross-motor subtest administration takes 20 to 30 minutes.

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