Translating the Science of Mindfulness Into the Classroom

• In Event: Different Routes to the Similar Outcomes: Improving Students' Well-Being in Addition to Achievement in School

Abstract

Mindfulness has become a widely popularized form of stress reduction training associated with improvements in mental and physical health. While mindfulness training in a secular form began in hospital settings for adults with chronic pain, applications to increasingly diverse areas have become widespread, including training for youth. Mindfulness has broad appeal because of its touted benefits and corresponding neuroscientific research. However, despite the popularity of programs, there is very little research to date on mindfulness training with youth. The aim of this line of work is to bring an empirical lens to assessing the impact of mindfulness programs for youth, particularly in school settings. We will present research on mindfulness training with preschool and elementary school students and implications for scale up and future directions.

We implemented a mindfulness-based prosocial skills curriculum (referred to as the Kindness Curriculum) with preschool children and assessed a variety of outcomes in the context of a randomized controlled trial. Among preschoolers who received training in a 12-week Kindness Curriculum, findings at post-test immediately after the intervention ended, demonstrated increased self-regulation and prosocial behavior as compared to a wait-list control group. Follow-up testing (Time 3) occurred once children had entered Kindergarten in the following school year, approximately 6 months after end of the intervention in preschool. The improvements observed at post-test for the intervention group did not persist into the following school year (Figure 1 shows these results for the social competence measure). One clear indication from these data is that without continued training, the gains derived from practice are not sustainable, pointing for the need to provide continued opportunities for practice (e.g., during the summer break and across grade levels). These results are consistent with development of other academic skills, which fall off without practice, and are supported by weaving instruction in these subjects throughout K-12.

Recognizing the importance of providing contexts that support consistency in practice and reaching other age groups, we are building on this work with a “train the trainer” model for classroom teachers to implement training directly with their students. We are currently focusing on extending to 5th grade, as another transition point for students with the aim of bolstering skills prior to entering middle school. The goal of this project is to develop and assess a model for classroom teachers to deliver the student mindfulness training. Essential to this is providing teachers with personal training. In order to make the training accessible, we are examining alternative formats for teacher training to be incorporated into professional development. Program evaluation based on feedback from participants in the Year 1 pilot, indicates a high level of engagement in practices and satisfaction with the program among teachers and students. Year 2 involves 20 classrooms randomized to intervention or control. We will observe teachers’ instructional practices and assess their stress and well-being along with assessment of students’ perceptions of the classroom environment, their psychological well-being, and behavioral tasks of executive functioning.

Authors

• Lisa Flook, University of Wisconsin - Madison

• Richard J Davidson, University of Wisconsin - Madison