{"id":{"repo_id":"msu","oai_identifier":"oai:d.lib.msu.edu:dnp_79"},"canonical_url":"https://search.dev.ndltd.org/etd/msu/oai:d.lib.msu.edu:dnp_79","repository":{"repo_id":"msu","name":"Michigan State University","base_url":"https://d.lib.msu.edu/oai"},"display":{"title":"A DNP project : training teachers in mindfulness techniques to address ADHD-related classroom challenges","abstract":"Problem: Attention Deficit/Hyperactivity Disorder (ADHD) affects 11.3% of children aged 5-17 years, often leading to classroom disruptions and behavioral issues. These challenges contribute to increased disciplinary actions, negatively impacting academic and social outcomes. Teachers often lack the training and resources needed to manage ADHD effectively. Purpose: This quality improvement project was aimed at enhancing classroom management by equipping elementary school teachers with mindfulness strategies to address ADHD-related disruptions. The goal was to improve student focus and behavior, reducing disciplinary actions and supporting better academic outcomes. Methods: A 20-minute in-person training session provided teachers with knowledge on ADHD and mindfulness techniques. Over eight weeks, teachers integrated daily mindfulness exercises in their classrooms, supported by YouTube videos. Effectiveness was assessed through pre- and post-training surveys, in-person check-ins, and administrative data comparison. Results: Pre-training surveys revealed frequent disruptions and difficulties with student focus, with teachers reporting ineffective classroom management strategies. Post-training, both teachers felt more confident in using mindfulness techniques. By the end of eight weeks, teachers observed significant improvements in classroom behavior, including reduced disruptions and improved student attention. Teachers also reported feeling more comfortable with mindfulness practices, with one teacher's comfort increasing significantly. Both teachers considered mindfulness effective in managing classroom behavior and improving student focus. Conclusions: Mindfulness shows promise in managing ADHD-related classroom disruptions and improving student focus. Further research is recommended to assess its long-term impact on behavior and academic outcomes. Keywords: Attention Deficit Hyperactivity Disorder, mindfulness, behavioral symptoms, attention, child behavior","abstract_html":"Problem: Attention Deficit/Hyperactivity Disorder (ADHD) affects 11.3% of children aged 5-17 years, often leading to classroom disruptions and behavioral issues. These challenges contribute to increased disciplinary actions, negatively impacting academic and social outcomes. Teachers often lack the training and resources needed to manage ADHD effectively. Purpose: This quality improvement project was aimed at enhancing classroom management by equipping elementary school teachers with mindfulness strategies to address ADHD-related disruptions. The goal was to improve student focus and behavior, reducing disciplinary actions and supporting better academic outcomes. Methods: A 20-minute in-person training session provided teachers with knowledge on ADHD and mindfulness techniques. Over eight weeks, teachers integrated daily mindfulness exercises in their classrooms, supported by YouTube videos. Effectiveness was assessed through pre- and post-training surveys, in-person check-ins, and administrative data comparison. Results: Pre-training surveys revealed frequent disruptions and difficulties with student focus, with teachers reporting ineffective classroom management strategies. Post-training, both teachers felt more confident in using mindfulness techniques. By the end of eight weeks, teachers observed significant improvements in classroom behavior, including reduced disruptions and improved student attention. Teachers also reported feeling more comfortable with mindfulness practices, with one teacher's comfort increasing significantly. Both teachers considered mindfulness effective in managing classroom behavior and improving student focus. Conclusions: Mindfulness shows promise in managing ADHD-related classroom disruptions and improving student focus. Further research is recommended to assess its long-term impact on behavior and academic outcomes. Keywords: Attention Deficit Hyperactivity Disorder, mindfulness, behavioral symptoms, attention, child behavior","abstract_has_math":false,"creators":["Adleman, Renee","Wylie, Megan (Megan Diane)"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Schrader, Kara"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T03:16:39Z","subjects":["Children with attention-deficit hyperactivity disorder--Behavior modification","Behavior disorders in children","Classroom management","Mindfulness (Psychology)","Teachers--Psychology"],"languages":["English"],"rights":["In Copyright"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["dnp:79","oclc:1569639889","local:R_728ViHUDgUPQmAs"],"render_values":[{"text":"dnp:79","href":null,"code":true},{"text":"oclc:1569639889","href":null,"code":true},{"text":"local:R_728ViHUDgUPQmAs","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/doi:10.25335/dzwm-xv69","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Schrader, Kara"]},{"key":"dc:creator","label":"Author","values":["Adleman, Renee","Wylie, Megan (Megan Diane)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:relation","label":"Dc Relation","values":["Doctor of Nursing Practice Projects"]},{"key":"dc:type","label":"Dc Type","values":["Text","Theses"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Children with attention-deficit hyperactivity disorder--Behavior modification","Behavior disorders in children","Classroom management","Mindfulness (Psychology)","Teachers--Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["dnp:79","oclc:1569639889","local:R_728ViHUDgUPQmAs","https://doi.org/doi:10.25335/dzwm-xv69"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Problem: Attention Deficit/Hyperactivity Disorder (ADHD) affects 11.3% of children aged 5-17 years, often leading to classroom disruptions and behavioral issues. These challenges contribute to increased disciplinary actions, negatively impacting academic and social outcomes. Teachers often lack the training and resources needed to manage ADHD effectively. Purpose: This quality improvement project was aimed at enhancing classroom management by equipping elementary school teachers with mindfulness strategies to address ADHD-related disruptions. The goal was to improve student focus and behavior, reducing disciplinary actions and supporting better academic outcomes. Methods: A 20-minute in-person training session provided teachers with knowledge on ADHD and mindfulness techniques. Over eight weeks, teachers integrated daily mindfulness exercises in their classrooms, supported by YouTube videos. Effectiveness was assessed through pre- and post-training surveys, in-person check-ins, and administrative data comparison. Results: Pre-training surveys revealed frequent disruptions and difficulties with student focus, with teachers reporting ineffective classroom management strategies. Post-training, both teachers felt more confident in using mindfulness techniques. By the end of eight weeks, teachers observed significant improvements in classroom behavior, including reduced disruptions and improved student attention. Teachers also reported feeling more comfortable with mindfulness practices, with one teacher's comfort increasing significantly. Both teachers considered mindfulness effective in managing classroom behavior and improving student focus. Conclusions: Mindfulness shows promise in managing ADHD-related classroom disruptions and improving student focus. Further research is recommended to assess its long-term impact on behavior and academic outcomes. Keywords: Attention Deficit Hyperactivity Disorder, mindfulness, behavioral symptoms, attention, child behavior","Thesis (D.N.P.)--Michigan State University. Family nurse practitioner, 2025","Includes bibliographical references (pages 34-40)"]},{"key":"dc:format","label":"Dc Format","values":["55 pages","application/pdf"]},{"key":"dc:title","label":"Title","values":["A DNP project : training teachers in mindfulness techniques to address ADHD-related classroom challenges"]}]}],"canonical_facts":{"dc:contributor":["Schrader, Kara"],"dc:creator":["Adleman, Renee","Wylie, Megan (Megan Diane)"],"dc:date":["2025"],"dc:description":["Problem: Attention Deficit/Hyperactivity Disorder (ADHD) affects 11.3% of children aged 5-17 years, often leading to classroom disruptions and behavioral issues. These challenges contribute to increased disciplinary actions, negatively impacting academic and social outcomes. Teachers often lack the training and resources needed to manage ADHD effectively. Purpose: This quality improvement project was aimed at enhancing classroom management by equipping elementary school teachers with mindfulness strategies to address ADHD-related disruptions. The goal was to improve student focus and behavior, reducing disciplinary actions and supporting better academic outcomes. Methods: A 20-minute in-person training session provided teachers with knowledge on ADHD and mindfulness techniques. Over eight weeks, teachers integrated daily mindfulness exercises in their classrooms, supported by YouTube videos. Effectiveness was assessed through pre- and post-training surveys, in-person check-ins, and administrative data comparison. Results: Pre-training surveys revealed frequent disruptions and difficulties with student focus, with teachers reporting ineffective classroom management strategies. Post-training, both teachers felt more confident in using mindfulness techniques. By the end of eight weeks, teachers observed significant improvements in classroom behavior, including reduced disruptions and improved student attention. Teachers also reported feeling more comfortable with mindfulness practices, with one teacher's comfort increasing significantly. Both teachers considered mindfulness effective in managing classroom behavior and improving student focus. Conclusions: Mindfulness shows promise in managing ADHD-related classroom disruptions and improving student focus. Further research is recommended to assess its long-term impact on behavior and academic outcomes. Keywords: Attention Deficit Hyperactivity Disorder, mindfulness, behavioral symptoms, attention, child behavior","Thesis (D.N.P.)--Michigan State University. Family nurse practitioner, 2025","Includes bibliographical references (pages 34-40)"],"dc:format":["55 pages","application/pdf"],"dc:identifier":["dnp:79","oclc:1569639889","local:R_728ViHUDgUPQmAs","https://doi.org/doi:10.25335/dzwm-xv69"],"dc:language":["English"],"dc:relation":["Doctor of Nursing Practice Projects"],"dc:rights":["In Copyright"],"dc:subject":["Children with attention-deficit hyperactivity disorder--Behavior modification","Behavior disorders in children","Classroom management","Mindfulness (Psychology)","Teachers--Psychology"],"dc:title":["A DNP project : training teachers in mindfulness techniques to address ADHD-related classroom challenges"],"dc:type":["Text","Theses"]},"updated_at":"2026-07-24T03:16:39Z"}