Outcomes of a Teacher-Led Mindfulness Intervention in Elementary School: A Cluster Randomized Controlled Trial

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Diverse Primary School Perspectives: Educator and Student SEL (Table 1)

Abstract

Mindfulness has been proposed as an approach that can support positive student outcomes during the early years of schooling, providing them with skills and strategies that can enable them to prevent experiencing difficulties related with their attention, emotional regulation, and behaviour. However, there have been limited randomized controlled trials which have examining whether a teacher-led intervention can led to positive student outcomes. We aimed to determine through a cluster randomised controlled trial (RCT), whether compared to controls, students who receive a mindfulness intervention within the first years of elementary school have better outcomes in the areas of social-emotional well-being, emotional regulation and behavior; and the implementation factors predict the efficacy of the intervention

Authors

• Jon Quach, University of Melbourne

• Ben Deery, University of Melbourne

• Peggy Kearn, University of Melbourne

• Janet M Clinton, University of Melbourne

• Lisa Gold, Deakin University

• Francesca Orsini, Murdoch Childrens Research Institute