Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students

Meiklejohn, John; Phillips, Catherine; Freedman, Marian; Griffin, Mary; Biegel, Gina M.; Roach, Andy; Frank, Jennifer; Burke, Christine; Pinger, Laura; Soloway, Geoff; Isberg, Roberta S.; Sibinga, Erica; Grossman, Laurie; Saltzman, Amy

doi:10.1007/s12671-012-0094-5

Cited by 549 publications

(442 citation statements)

References 49 publications

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“…Mindfulness training has been shown to improve attention in students in first, second and third grades of elementary school [22]. In K-12 educational settings, MBIs have demonstrated increases in students' working memory, academic skills, social skills, emotional regulation, self-esteem, and decreases in anxiety and stress [23]. The same study also revealed that mindfulness training improves teachers" sense of wellbeing, teaching self-efficacy, class room management and supportive relationships with students.…”

Section: Related Work In Mindfulness Traningmentioning

confidence: 87%

Examining Mindfulness in Education

Karunananda¹,

Goldin²,

Talagala³

2016

IJMECS

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Abstract-Despite the availability of numerous learning opportunities ranging from face-to-face to computerbased learning, there is need for better understanding of how to support the development of cognitive skills in students. Research has shown that cultivation of mindfulness skills help to develop cognitive skills such as retention, thinking, problem solving, and emotional balance. However, there is only limited research on the effect of mindfulness training in educational settings. We examined cognitive abilities of university students as identified in Bloom"s taxonomy and mindfulness skills during a single traditional face-to-face class room session. We hypothesized that mindfulness is a specific cognitive ability that supports the development of other cognitive skills. This pilot study included 148 students from undergraduate and postgraduate programs at two universities in Sri Lanka. The study assessed cognitive abilities, including retention, thinking, out-of-the-box thinking, note-taking and mindfulness at the end of a onehour lecture. The results showed that students" selfreported mindfulness following a lecture was significantly lower than other cognitive abilities. These results suggest conducting a more formal controlled experiment to investigate the effect of mindfulness training in education.

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Section: Related Work In Mindfulness Traningmentioning

confidence: 87%

Examining Mindfulness in Education

Karunananda¹,

Goldin²,

Talagala³

2016

IJMECS

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“…Some of these curricula include Mindful Schools (Mindful Schools Non-Profit Organisation, 2010), Mind Up (The Hawn Foundation, 2011), the Mindfulness in Schools Project (MiSP) (Kuyken et al, 2013), Learning to Breathe (L2B) (Broderick, 2013), Still Quiet Place (Saltzman & Goldin, 2008), Mindfulness-Based Stress Reduction for Teens (MBSR-T) Biegel, 2009), and Mindfulness for Adolescents (Dewulf, 2009). While the research on the effectiveness of some of these curricula have shown low to midium effect sizes in areas of self-reported improvements in attention and ER, neuroimaging results have yet to report consistencies in findings (Meiklejohn et al, 2012). Sanger and Dorjee (2015) contended that these low to medium effect sizes might be due to the intentional reduction in course length, as well as reductions in practice frequency and duration.…”

Section: Discussionmentioning

confidence: 99%

Leveraging Neuroscience and Education to Prevent Youth Aggression and Violence

Ludvik¹

2017

UCER-B

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In 2014, homicide and suicide were the second and third, respectively, largest killers of youth. Violence among youth appears to be increasing and aggression is prevalent in and out of school settings. This paper first summarizes what we think and we know about adolescent brain development from neuroscience and psychology. Next, we discuss the neural correlates of violence contextualizing information within adolescent brain development. Finally, we explore how mindfulness-based and compassion cultivation curriculum, which includes empathy, may positively influence the dysregulation of some of the known neural correlates of violence. The paper concludes with some recommendations for educators and policy-makers to consider in the development of curriculum that seeks to prevent violence and aggression among youth.

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“…It is true that contemplative science itself is a young field, and many published scientific studies of contemplative practices are also not of the highest quality, especially studies in real-world settings such as schools [63]. Nevertheless, there is a growing body of research in the scientific study of contemplative practices that would complement research in positive psychology.…”

Section: The Lojong Tradition and Potential Contributions To Contemplmentioning

confidence: 99%

Contemplative Science and Secular Ethics

Silva

2016

Religions

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This article argues that the emerging project of contemplative science will be best served if it is informed by two perspectives. First, attention should be paid not only to non-analytical and/or mindfulness-based practices, but to a fuller range of contemplative practices, including analytical styles of meditation. Second, the issue of ethics must be addressed as a framework within which to understand contemplative practice: both theoretically in order to understand better the practices themselves and the traditions they come from, and practically in order to understand the ways in which contemplative practices are deployed in contemporary societies. The Tibetan Buddhist Lojong (blo sbyong) tradition and secularized practices derived from it, which are now an area of study in contemplative science, are examined as a kind of case study in order to make these two points and illustrate their importance and relevance for the future of this emerging field.

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Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students

Cited by 549 publications

References 49 publications

Examining Mindfulness in Education

Examining Mindfulness in Education

Leveraging Neuroscience and Education to Prevent Youth Aggression and Violence

Contemplative Science and Secular Ethics

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