The Mindful Classroom: A Study of 'Happy Teachers Change the World' in Special Education

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Abstract

This pilot AB/BA crossover study evaluated the “Happy Teachers Change the World” (HTCW) mindfulness curriculum in a non-public special education high school. Over 18 weeks, eight classrooms alternated between HTCW and standard Wellness instruction. Students showed a significant increase in mindful attention and awareness, while changes in executive function (EF) and prosocial behavior were less consistent. However, early gains in mindfulness appeared to predict later improvements in prosocial behavior. These findings support HTCW’s potential to enhance present-moment awareness and offer insight into how mindfulness may translate into positive classroom behaviors.

Authors

• Matthew Ristau, Notre Dame of Maryland University

• Angela L. Snyder, Notre Dame of Maryland University

• Mark J. Fenster, Notre Dame of Maryland University

• Kristine E. Larson, Notre Dame University of Maryland