Mindfulness in the classroom : a narrative exploration into barriers and supports

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.

Grantor dc:publisher

Alverno College

Year dc:date

2025

Author dc:creator

• Kavalauskas, Ashley

• 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

Statement 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.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/978

OAI identifier oai:identifier

oai:alverno.omeka.net:978