The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers

Hosan, Naheed E.; Smith, Veronica; Strean, William B.; Sibinga, Erica; Punja, Salima; Vohra, Sunita

doi:10.1080/00405841.2022.2107822

Cited by 4 publications

(7 citation statements)

References 46 publications

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“…Placing the construct in this perspective makes it possible to determine the dimensions of the critical relevance it acquires for schools in the 21st century [ 2 , 3 ]. The positive or advantageous aspects generated by deploying prosociality in schools benefit their members [ 5 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 ]; in addition, they are projected to society [ 4 , 7 , 8 , 9 , 10 , 20 ]. Therefore, given its social and research relevance, the APBS is a contribution because it constitutes an easily administered and psychometrically solid measuring instrument.…”

Section: Discussionmentioning

confidence: 99%

“…It is positively related to social support and resilience [ 6 ] and negatively to criminal behavior [ 7 ]. It contributes to the regulation of emotions and increase in empathy [ 8 ], the reduction in discriminatory, racist, and aggressive attitudes and acts [ 9 ], and the advancement of historically marginalized groups [ 10 ]. In addition, a school climate characterized by support, care, and collaboration is fundamental to learning [ 11 , 12 , 13 ] as it promotes socially shared representations of its associated processes and better metacognitive adjustments [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

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Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Mieres-Chacaltana,

Salvo-Garrido,

Dominguez-Lara

et al. 2023

Behavioral Sciences

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For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (n = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036–0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Mieres-Chacaltana,

Salvo-Garrido,

Dominguez-Lara

et al. 2023

Behavioral Sciences

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“…Dispositional and state mindfulness are educable skills that can be developed through sustained practice and cultivated through various mindfulness practices ( 96 , 97 ). SBMIs fall into three main categories: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children and mindfulness-based Social–Emotional learning ( 21 ).…”

Section: Methodsmentioning

confidence: 99%

“…While systematic reviews and meta-analyses have indicated promise regarding impacts, but outcomes have varied. Not all interventions have been shown to work ( 32–35 ), and not all mental wellbeing outcomes are addressed through mindfulness ( 21 , 36 ). There is no agreed definition of what a school-based mindfulness intervention is ( 37 , 38 ); they can be delivered by external facilitators or by teachers, vary from brief interventions to ones lasting several years ( 23 , 37 , 39 ) and target several outcomes, although most are designed to promote mental wellbeing ( 40 ).…”

Section: Introductionmentioning

confidence: 99%

“…In response to global concerns about the mental wellbeing of children and young people (18)(19)(20), SBMIs are increasingly being used variously to promote pupil's wellbeing, executive functioning and resilience, promote their mental health, prosocial behavior and healthy relationships, and improve academic performance and the classroom and school climate (21). This increase in delivery has been accompanied by a significant increase in the publication of the findings from impact evaluations of SBMIs since 2000, with the numbers accelerating since 2010 (22,23).…”

Section: Introductionmentioning

confidence: 99%

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A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing

Abbott,

Nixon,

Stanley

et al. 2024

Front. Public Health

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IntroductionThe review described in this protocol will be the first critical realist review of the literature reporting on the impact of school-based mindfulness interventions on the mental wellbeing of pupils. Mindfulness interventions are increasingly being introduced into schools to promote children’s (and teachers’) wellbeing. Findings from impact evaluations, including systematic reviews and metanalysis, suggest that school-based mindfulness interventions promote pupils’ wellbeing. However, there is a need for further evidence on the underlying causal mechanisms and contexts that explain program outcomes, to provide insight into how mindfulness programs can be successfully implemented in other contexts.Methods and analysisA critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school-based mindfulness interventions promote the mental wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations. This will enable an understanding of how, in certain contexts, pupils can use the resources offered by a mindfulness intervention knowingly or unknowingly to trigger mechanisms that promote their mental wellbeing and what mechanisms in the context support, restrict or prevent change. We will then use retrodiction and retroduction to develop the most plausible interdisciplinary middle-range theory to explain the findings.DiscussionThe review findings will inform a critical realist evaluation of a mindfulness intervention in schools. The findings from the review will also enable us to inform policymakers and other stakeholders about what conditions need to be in place for mindfulness interventions to promote pupils’ mental wellbeing. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media.PROSPERO registration number: CRD42023410484.

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Coaching wellness, health, and success: Leveraging the potential of Black male coaches to promote positive outcomes for Black K-12 students

Woods,

Murphy,

Miller

et al. 2023

Theory Into Practice

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The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers

Cited by 4 publications

References 46 publications

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing

Coaching wellness, health, and success: Leveraging the potential of Black male coaches to promote positive outcomes for Black K-12 students

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