Deconstructing School-Based Mindfulness Curricula: A Critical Analysis of Core Components of Twelve Programs

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Research of Mindfulness in Schools (Table 13)

Abstract

Meta-analyses and reviews have explored school-based mindfulness program (SBMP) outcomes, but the contents of the written curricula remain unexamined. This makes it difficult to identify the active ingredients most likely to impact intervention outcomes and whether this varies across contexts. The purpose of this study was to identify and categorize the mindfulness practices and skills in the written curricula of twelve SBMPs. Three coders analyzed all curricular elements (CEs), including categorizing specific mindfulness practices and skills. Descriptive analyses ascertained frequency of mindful skills and practices across all SBMPs and t-tests identified differences between primary and secondary school curricula. Results suggest an emphasis on Somatic practices and Intrapersonal skills (e.g., Focused Attention) over Interpersonal skills (e.g., Compassion).

Authors

• Deborah L. Schussler, University at Albany - SUNY

• Sebrina L. Doyle Fosco, Pennsylvania State University

• Kimberly M. Kohler, Lycoming College