Trait Mindfulness and Social Justice Orientations in K-12 Educators

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Social Emotional Learning, Sense of Belonging, and Mindfulness: Understanding the Experiences of Teachers and School Leaders (Table 13)

Abstract

This research explores how educators' mindfulness and social justice intersect in teaching practices to support equity and well-being for strategically undervalued students. Using a convergent mixed-methods design, it combines quantitative survey data from about 100 K12 educators, utilizing the Five Facet Mindfulness Questionnaire and Social Justice Scale, with qualitative interviews of approximately 20 K12 educators. Guided by the Theory of Planned Behavior, the study examines how mindfulness and social justice are operationalized and whether an educator who has trait mindfulness also has social justice orientations. The findings aim to inform educational practices and policies, enhancing educators' ability to create inclusive, supportive learning environments.

Author

• Kazumi Igus, Claremont Graduate University