The Impact of Sensory Manipulatives on Student Mindfulness

• In Event: 43.078 - MTCC Roundtable Session 16
  In Roundtable Session: 43.078-6 - Collaborating With Students and Parents: Improving Engagement and Self-Efficacy

Abstract

The purpose of this action research study was to assess the impact of a sensory-based intervention within a secondary school classroom on student attentiveness, anxiety, and self-regulation of emotions, and to understand teacher perceptions of the intervention. At a rural high school in Alberta, an 8-week mindfulness intervention emphasizing the use of a stress ball was implemented in a Chemistry 20 classroom. The intervention included mindfulness training and encouragement to use mindfulness strategies relating to stress balls, breathing exercises, doodling, meditation, and music. Compared to a control Chemistry 20 class, students who experienced the mindfulness intervention showed improved attentiveness and ability to self-regulate emotions, as well as reduced anxiety.

Authors

• Brandon Robinson, Eagle Butte High School

• Elaine Radmer, Gonzaga University