Qualitative Assessment of Impacts and Transfer Processes of Mindfulness-Based Interventions for Early Childhood Educators and Students

• In Event: 49.083 - Exploring Processes of Effectiveness and Impact in Social Emotional Learning Programs for Educators

Abstract

Purpose
The present study uses qualitative data to examine potential teacher-, classroom- and student-level impacts of mindfulness-based interventions for early childhood educators and students. Drawing upon teachers’ open-ended survey responses, one-on-one interviews, and ethnographic field notes, we examine the following research questions: (1) Do teachers report positive or negative program impacts at various levels?; (2) Are there salient examples of “teacher transfer” in which mindfulness practices are implemented in the classroom in novel ways?; (3) How did students respond to the mindfulness training? (4) What are challenges that teachers and students encounter with such trainings?
Theoretical Framework
Mindfulness is defined as “the awareness that emerges through paying attention on purpose, in the present moment, and non-judgmentally to the unfolding of experience moment by moment” (Kabat-Zinn, 2003, p. 145). It includes the skills and dispositions of focused attention and memory, conscious and clear perception, and an attitude of warm-hearted curiosity and compassionate acceptance towards the present moment (Cullen, 2011). Mindfulness training (MT) is a novel approach to teacher professional development (e.g., Roeser et al., 2013) and students’ social-emotional learning (e.g., Hawn Foundation, 2014). While studies have shown that both teachers and children can benefit from MT, little is known about how linking teacher and student programs may collectively impact educational outcomes. Thus, in this paper, we use qualitative data to examine collective impacts of implementation of a teacher- and student-focused mindfulness training. Based on prior research, we predict that qualitative data from teachers will reveal positive teacher wellness, classroom climate, and student behavioral impacts of these programs.
Method
Twenty-four Pre-K – 3rd grade teachers participated in a multi-method, feasibility study of mindfulness training in early childhood (12 treatment classrooms in one childcare center/elementary school; 12 waitlist control classrooms). Qualitative assessments of the MT programs were collected from teachers in the treatment classrooms at the beginning of the school year, mid-year after the teacher mindfulness program was completed, and at the end-of year after the child program was implemented. Data from open-ended survey questions, one-on-one interviews, and field notes taken during the actual trainings and implementation of the child program have been transcribed and are currently being thematically coded by independent raters.

Preliminary Results
Preliminary themes indicate program impacts on teachers’ stress, emotional awareness and regulation when encountering classroom challenges; and in some cases, the use of these outcomes in promoting more effective classroom management and warmer climate for student learning. Teachers also reported beneficial changes in their students’ attention and on-task behavior following MindUp implementation, as well as smoother transitions between activities. Third-grade teachers reported benefits of teaching their students mindfulness skills to help manage stress and anxiety associated with the statewide assessments.

Significance of the Findings
The results of this study will contribute to our understanding of the effects of MT for teachers and students from the perspective of teachers. Complementing brain, behavioral, and survey measures with qualitative assessments that attend to individuals’ phenomenological experience of these interventions is key in the future. Implications for future implementation will be discussed.

Authors

• Cynthia Taylor, Portland State University

• Monica Bahan, Portland State University

• Cristi Pinela

• Jessica L. Harrison, Portland State University

• Andrew J. Mashburn, Portland State University

• Robert William Roeser, Portland State University