2020
DOI: 10.21203/rs.2.19426/v2
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Factors affecting the implementation of a whole school mindfulness program: A qualitative study using the Consolidated Framework for Implementation Research

Abstract: Background Preventing the onset of poor mental health in adolescence is an international public health priority. Universal, whole school preventative approaches are valued for their reach, and antistigmatising and resilience building principles. Mindfulness approaches to well-being have the potential to be effective when delivered as a whole school approach for both young people and staff.However, despite growing demand, there is little understanding of possible and optimal ways to implement a mindfulness, who… Show more

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Cited by 9 publications
(10 citation statements)
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“…Although it may not be realistic for everyone in the system to understand and model mindfulness and compassion, there may need to be a critical mass of the school community that buys into and understands the practices so that they can be more easily transmitted to students. Implementation studies of school‐based mindfulness programs provide evidence of the importance of buy‐in among the school community members, especially those in power (Hudson et al, 2020). As Palmer (1998) aptly pointed out “we teach who we are” (p. 2), and if we envision the whole school community as a team working together to impart SEL skills and mindful ways of being to students, then a critical portion of the community needs to embody these skills and ways of being.…”
Section: Discussionmentioning
confidence: 99%
“…Although it may not be realistic for everyone in the system to understand and model mindfulness and compassion, there may need to be a critical mass of the school community that buys into and understands the practices so that they can be more easily transmitted to students. Implementation studies of school‐based mindfulness programs provide evidence of the importance of buy‐in among the school community members, especially those in power (Hudson et al, 2020). As Palmer (1998) aptly pointed out “we teach who we are” (p. 2), and if we envision the whole school community as a team working together to impart SEL skills and mindful ways of being to students, then a critical portion of the community needs to embody these skills and ways of being.…”
Section: Discussionmentioning
confidence: 99%
“…In terms of general capacity, our study is not the only one to bring attention to what one rural principal referred to as the "elephant in the room moving forward;" that is, the digital divide that prohibited students with limited or no technology access from bene ting from schools' network of support during COVID-19, particularly among rural schools [36,37]. While schools' creative solutions described by participants in our study may have been able to minimize this disparity short-term, it is unclear whether these solutions will be sustainable or su cient to overcome persisting factors such as home access to Wi-Fi, students having minimal supervision or parents having limited technology skills, and exacerbated economic challenges.…”
Section: Discussionmentioning
confidence: 99%
“…We will also undertake qualitative interviews with 20 teachers and 10 support staff (combined total of the 6- and 12-month time points) which is sufficient to identify key themes, in light of similar research where sample sizes for key informant interviews have varied from 14 to 40 school staff [ [49] , [50] , [51] , [52] , [53] , [54] , [55] ].…”
Section: Methodsmentioning
confidence: 99%