{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:978"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:978","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Mindfulness in the classroom : a narrative exploration into barriers and supports","abstract":"Kavalauskas, Ashley Mindfulness has the potential to mitigate manifestations of trauma displayed by students in the classroom, however it is not used to its fullest extent. Through narrative inquiry, this study explores the teacher perspective of first through third grade educators using mindfulness. Questionnaires were used to understand the perceived effectiveness of mindfulness and uncover the barriers experienced. The research study examines the teacher experience using mindfulness within charter school networks in the Midwest. Teacher participants rated mindfulness interventions as neutral or effective in its use. The researcher uncovered that the reported uses for mindfulness were work-centered and output-focused, leaving out the goal of student regulation. This research has the potential to be utilized by schools, districts, and teacher education programs to support educators in creating sustainable mindfulness interventions to encourage long-term regulation in students.","abstract_html":"Kavalauskas, Ashley Mindfulness has the potential to mitigate manifestations of trauma displayed by students in the classroom, however it is not used to its fullest extent. Through narrative inquiry, this study explores the teacher perspective of first through third grade educators using mindfulness. Questionnaires were used to understand the perceived effectiveness of mindfulness and uncover the barriers experienced. The research study examines the teacher experience using mindfulness within charter school networks in the Midwest. Teacher participants rated mindfulness interventions as neutral or effective in its use. The researcher uncovered that the reported uses for mindfulness were work-centered and output-focused, leaving out the goal of student regulation. This research has the potential to be utilized by schools, districts, and teacher education programs to support educators in creating sustainable mindfulness interventions to encourage long-term regulation in students.","abstract_has_math":false,"creators":["Kavalauskas, Ashley"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:43Z","subjects":["Mindfulness","Classroom management","Affective education","Narrative inquiry (Research method)","Meditation","Psychic trauma in children","Classroom behavior","Mindfulness-based intervention","Trauma informed","Emotional regulation","Classroom mindfulness"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/978","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Kavalauskas, Ashley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mindfulness","Classroom management","Affective education","Narrative inquiry (Research method)","Meditation","Psychic trauma in children","Classroom behavior","Mindfulness-based intervention","Trauma informed","Emotional regulation","Classroom mindfulness"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/978"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Kavalauskas, Ashley Mindfulness has the potential to mitigate manifestations of trauma displayed by students in the classroom, however it is not used to its fullest extent. Through narrative inquiry, this study explores the teacher perspective of first through third grade educators using mindfulness. Questionnaires were used to understand the perceived effectiveness of mindfulness and uncover the barriers experienced. The research study examines the teacher experience using mindfulness within charter school networks in the Midwest. Teacher participants rated mindfulness interventions as neutral or effective in its use. The researcher uncovered that the reported uses for mindfulness were work-centered and output-focused, leaving out the goal of student regulation. This research has the potential to be utilized by schools, districts, and teacher education programs to support educators in creating sustainable mindfulness interventions to encourage long-term regulation in students."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Mindfulness in the classroom : a narrative exploration into barriers and supports"]}]}],"canonical_facts":{"dc:creator":["Kavalauskas, Ashley"],"dc:date":["2025"],"dc:description":["Kavalauskas, Ashley Mindfulness has the potential to mitigate manifestations of trauma displayed by students in the classroom, however it is not used to its fullest extent. Through narrative inquiry, this study explores the teacher perspective of first through third grade educators using mindfulness. Questionnaires were used to understand the perceived effectiveness of mindfulness and uncover the barriers experienced. The research study examines the teacher experience using mindfulness within charter school networks in the Midwest. Teacher participants rated mindfulness interventions as neutral or effective in its use. The researcher uncovered that the reported uses for mindfulness were work-centered and output-focused, leaving out the goal of student regulation. This research has the potential to be utilized by schools, districts, and teacher education programs to support educators in creating sustainable mindfulness interventions to encourage long-term regulation in students."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/978"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Mindfulness","Classroom management","Affective education","Narrative inquiry (Research method)","Meditation","Psychic trauma in children","Classroom behavior","Mindfulness-based intervention","Trauma informed","Emotional regulation","Classroom mindfulness"],"dc:title":["Mindfulness in the classroom : a narrative exploration into barriers and supports"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:43Z"}