Shifting to Embodiment: A Longitudinal Qualitative Investigation Into the Experiences of Classroom Teachers Teaching Mindfulness

• In Event: SEL and Educator Preparation

Abstract

The purpose of this qualitative investigation was to explore how teachers experienced implementing a school-based mindfulness program over time, especially any shifts that occurred as they developed attitudes toward embodiment of mindfulness. Participants included three health teachers from two high schools in one urban/suburban district who implemented Learning to BREATHE over 1-4 semesters. Data included in-depth interviews over 12-20 months before, during, and after implementation and professional development. Results show each teacher experienced some tensions in embodying mindfulness, recognizing that some of their existing pedagogical practices or beliefs about effective teaching deviated from effective mindfulness facilitation. The shifts were: 1) teaching to facilitating, 2) approach to classroom management, 3) interactions with and perceptions of students, 4) personal mindfulness practice.

Authors

• Deborah L. Schussler, The Pennsylvania State University

• Julia Mahfouz, University of Colorado - Denver

• Jennifer L Frank, Penn State - Educational Psychology Counseling & S

• Patricia (Trish) Broderick, The Pennsylvania State University

• Mark T. Greenberg, The Pennsylvania State University