Examining the Ethics of School-Based Mindfulness Programs

• In Event: AERA Roundtable Session 11
  In Roundtable Session: SEL Intervention Analyses

Abstract

Understanding the ethical foundations of any curriculum is important as it points to the values, truths, and aims being emphasized or downplayed. The purpose of this study is to examine the ethical underpinnings of three school-based mindfulness curricula for upper elementary students. Conducting a content analysis using apriori codes, two coders analyzed whether and how the curricula addressed ethical frames, motivations for prosocial behaviors, ethical actions, and social-emotional learning (SEL), while also analyzing the level of commitment (individual/self to global) and curricular methods. All curricula emphasized care and compassion over justice and rights and used reflection as the predominant pedagogical tool. Differences existed across SEL and motivations for prosocial behaviors.

Authors

• Deborah L. Schussler, The Pennsylvania State University

• Janiyah Davis, The Pennsylvania State University - University Park

• Sebrina Doyle Fosco, The Pennsylvania State University

• Kimberly Marie Kohler, The Pennsylvania State University