This feasibility study investigated teachers' assessment of Move-Into-Learning (MIL), an eight-week school-based Mindfulness-based intervention (MBI), designed to reduce stress and improve behavior in at-risk elementary students. MIL was implemented with two classrooms of third-grade students (n = 41) in a low income, urban neighborhood using a pretest to posttest single group design. One of the two classrooms (n = 20) completed a two-month follow-up measure examining sustainability of results. The program included mindfulness meditation, yoga movement with breathing exercises, and Appreciative Inquiry (AI) exercises that invited students to express themselves in the written and visual arts. MIL was evaluated via semi-structured teacher interviews and the Connors' Behavior Rating Scale. Pre/post intervention showed significant improvement in behaviors, such as hyperactivity (t[1,39 = 3.1; p = 0.002), and highly significant differences in the attention-deficit/hyperactivity disorder index (t[1,39] = 5.42; p < 0.001) and cognitive/inattentiveness (t[1,39] = 5.56; p < 0.001) subscales. Teacher interview data supported these findings suggesting MIL as a feasible and acceptable MBI that can be implemented in a third-grade classroom.

To investigate the initial and sustained effects of Move-Into-Learning (MIL), an 8-week Mindfulness-Based Intervention (MBI), delivered in the classroom, that utilized yoga movement, music, written and visual arts, designed to reduce stress and improve behavior in atrisk elementary students.

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