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Are there any prior studies related to student mindfulness and behavior, especially in elementary schools?
Are there any prior studies related to student mindfulness and behavior, especially in elementary schools?
Mid-Atlantic | November 01, 2017
Thank you for the question you submitted to our REL Reference Desk regarding
student mindfulness and behavior. We have prepared the following memo with research
references to help answer your question. For each reference, we provide an abstract, excerpt, or
summary written by the study's author or publisher. The references are selected from the most
commonly used research resources and may not be comprehensive. Other relevant studies may
exist. We have not evaluated the quality of these references, but provide them for your
information only.
Research References
- Black, D.S. & Fernando, R. (2014). Mindfulness training and classroom behavior among
lower-income and ethnic minority elementary school children. Journal of Child and
Family Studies, 23(7), 1242-1246.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4304073/
From the abstract: “This field intervention trial evaluated the effect of a 5-week
mindfulness-based curriculum on teacher-ratings of student classroom behavior at a
Richmond, CA public elementary school, and examined if the addition of more sessions
provided added benefit to student outcomes. Seventeen teachers reported on the
classroom behaviors of 409 children (83 % enrolled in a California free lunch program
and 95.7 % ethnic minority) in kindergarten through sixth grade at pre-intervention,
immediate post-intervention, and 7 weeks post-intervention. Results showed that
teachers reported improved classroom behavior of their students (i.e., paying attention,
self-control, participation in activities, and caring/respect for others) that lasted up to 7
weeks post-intervention. Overall, improvements were not bolstered by the addition of
extra sessions, with the exception of paying attention. The implications of this study are
limited due to the lack of a mindfulness program-naïve control group, yet findings
suggest that mindfulness training might benefit teacher-based perceptions of improved
classroom behavior in a public elementary school, which has practice implications for
improving the classroom learning environment for lower-income and ethnically-diverse
children.”
- Burke, C.A. (2009). Mindfulness-based approaches with children and adolescents: A
preliminary review of current research in an emergent field. Journal of Child and Family
Studies, 19(3), 281-300.
http://www.mindfulschools.org/pdf/burke-child-adol.pdf
From the abstract: “Interest in applications of mindfulness-based approaches with adults
has grown rapidly in recent times, and there is an expanding research base that suggests
these are efficacious approaches to promoting psychological health and well-being.
Interest has spread to applications of mindfulness-based approaches with children and
adolescents, yet the research is still in its infancy. I aim to provide a preliminary review
of the current research base of mindfulness-based approaches with children and
adolescents, focusing on MBSR/MBCT models, which place the regular practice of
mindfulness meditation at the core of the intervention. Overall, the current research base
provides support for the feasibility of mindfulness-based interventions with children and
adolescents, however there is no generalized empirical evidence of the efficacy of these
interventions. For the field to advance, I suggest that research needs to shift away from
feasibility studies towards large, well-designed studies with robust methodologies, and
adopt standardized formats for interventions, allowing for replication and comparison
studies, to develop a firm research evidence base.”
- Butzer, B., Day, D., Potts, A., Ryan, C., Coulombe, S., Davies, B., Weidknecht, K.,
Ebert, M., Flynn, L., & Khalsa, S.B.S. (2014). Effects of a classroom-based yoga
intervention on cortisol and behavior in second- and third-grade students: A pilot study. Journal of Evidence-Based Complementary & Alternative Medicine, 20(1), 41-49.
http://journals.sagepub.com/doi/pdf/10.1177/2156587214557695
From the abstract: “This uncontrolled pilot study examined the effects of a classroombased
yoga intervention on cortisol concentrations and perceived behavior in children. A
10-week Yoga 4 Classrooms intervention was implemented in one second-grade and one
third-grade classroom. Students' salivary cortisol responses were assessed at 3 time
points. Classroom teachers also documented their perceptions of the effects of the
intervention on students' cognitive, social, and emotional skills. Second, but not third,
graders showed a significant decrease in baseline cortisol from before to after the
intervention. Second and third graders both showed significant decreases in cortisol from
before to after a cognitive task, but neither grade showed additional decreases from
before to after a single yoga class. The second-grade teacher perceived significant
improvements in several aspects his/her students' behavior. The third-grade teacher
perceived some, but fewer, improvements in his/her students' behavior. Results suggest
that school-based yoga may be advantageous for stress management and behavior.”
- Felver, J.C., Frank, J.L., & McEachern, A.D. (2013). Effectiveness, acceptability, and
feasibility of the Soles of the Feet mindfulness-based intervention with elementary
school students. Mindfulness, 5(5), 589-597.
https://eric.ed.gov/?id=EJ1161425
From the abstract: “Children with high rates of disruptive behavior in elementary school
are at risk for future psychosocial difficulties. Professionals who work in today's schools
are in need of effective interventions to reduce rates of disruptive behaviors in schools in
order to ensure optimal outcomes for students. We detail a pilot study of a brief
mindfulness-based intervention, Soles of the Feet (SOF), for elementary school students.
Three non-disabled students with high rates of off-task behavior during general
education periods were selected and taught the SOF intervention. SOF took place over
the course of five 20–30-min sessions in a public school setting. Using a multiplebaseline
single-subject study design, results obtained via direct observation of student
behavior during general education instructional time in the classroom suggest that SOF
may be an effective intervention to reduce off-task behavior and increase academically
engaged behavior for behaviorally challenging students. Questionnaires administered to
these students and their teachers suggest that SOF is socially valid, feasible, and
acceptable intervention for use in public schools. Conclusions extend the research of the
effectiveness of SOF, and suggest that SOF is an effective short-term, resource nonintensive,
and socially valid intervention for use with typically developing students with
disruptive behavior in a public school setting.”
- Flook, L., Smalley, S.L., Kitil, M.J., Galla, B.M., Kaiser-Greenland, S., Locke, J.,
Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive
functions in elementary school children. Journal of Applied School Psychology, 26(1),
70-95
https://eric.ed.gov/?id=EJ880516
From the abstract: “A school-based program of mindful awareness practices (MAPs)
was evaluated in a randomized control study of 64 second- and third-grade children ages
7–9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks.
Teachers and parents completed questionnaires assessing children's executive function
immediately before and following the 8-week period. Multivariate analysis of covariance
on teacher and parent reports of executive function (EF) indicated an interaction effect
between baseline EF score and group status on posttest EF. That is, children in the MAPs
group who were less well regulated showed greater improvement in EF compared with
controls. Specifically, those children starting out with poor EF who went through the
MAPs training showed gains in behavioral regulation, metacognition, and overall global
executive control. These results indicate a stronger effect of MAPs on children with
executive function difficulties. The finding that both teachers and parents reported
changes suggests that improvements in children's behavioral regulation generalized
across settings. Future work is warranted using neurocognitive tasks of executive
functions, behavioral observation, and multiple classroom samples to replicate and
extend these preliminary findings.”
- Harpin, S.B., Rossi, A., Kim, A.K., & Swanson, L.M. (2016). Behavioral impacts of a
mindfulness pilot intervention for elementary school students. Education, 137(2), 149-
156.
https://eric.ed.gov/?id=EJ1121526
From the abstract: “Elementary school students in today's urban classrooms face many
life circumstances at home and in their communities that contribute to stress and coping
needs. These stressors are often brought into the classroom, which impact learning,
behaviors, and overall academic performance. Mindfulness has been used in classroom
settings, particularly with older children and adolescents to help with behavioral and
academic outcomes in school. The purpose of this pilot study was to test a 10-week
Mindfulness program that was integrated daily at the morning homeroom check-in with
a classroom of 4th graders, and compared to a matched comparison classroom. Teachers
provided pre-intervention and post-intervention data on student behavior and academic
performance; students gave qualitative feedback about the program. While there were no
significant differences on the Mindfulness measures, teachers reported significant
differences in prosocial behaviors, emotional regulation, and academic performance
within group and across comparison groups. Students also reported high satisfaction with
the curriculum and gave examples of how they used Mindfulness for emotional
regulation and in classroom. Findings support the use of Mindfulness in urban classroom
settings as a feasible option for students to help with personal stress and coping, as well
as emotional and behavior regulation in schools and at home.”
- Klingbeil, D.A., Fischer, A.J., Renshaw, T.L., Bloomfield, B.S., Polakoff, B.,
Willenbrink, J.B., Copek, R.A., & Chan, K.T. (2017). Effects of mindfulness-based
interventions on disruptive behavior: A meta-analysis of single-case research. Psychology in the Schools, 54(1), 70-87.
https://eric.ed.gov/?id=EJ1122769
From the abstract: “The popularity of mindfulness-based interventions (MBIs) is
growing rapidly in schools. Decisions regarding the use of these interventions must be
based on empirical evidence. There is robust evidence for the use of MBIs with adults,
but research on MBIs with youth is nascent. The purpose of this meta-analytic review
was to add to the literature by synthesizing single-case research on MBIs with children
and adolescents. Specifically, the effect of MBIs on youths' disruptive behavior was
examined in 10 studies published between 2006 and 2014. Results indicated that, on
average, MBIs had a medium effect on disruptive behavior during treatment, g = 1.04,
95% confidence interval (CI) [0.30-1.78]; TauU = 0.59, 95% CI [0.40-0.77]. The
average effect of MBIs during maintenance phases was larger, g = 1.41, 95% CI [0.55-
2.28]; TauU = 0.71, 95% CI [0.59-0.83]. Potential moderators of intervention effects were also explored. Implications for future research and practice regarding MBIs with youth and in schools are discussed.”
- Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1),
19-24.
https://eric.ed.gov/?id=EJ1072925
From the abstract: ““Mindfulness has long been practiced in Eastern spiritual traditions
for personal improvement, and educators and educational institutions have recently
begun to explore its usefulness in schools. Mindfulness training can be valuable for
helping students be more successful learners and more connected members of an
educational community. To determine if mindfulness instruction should be incorporated
into curriculum at all levels of formal education to help students be more successful in
their academic pursuits, a thorough review of research was conducted using primary and
secondary sources of the possible applications and results of mindfulness in education.
Mindfulness education was helpful in some specific ways: minimizing the impact of
bullying, helping students with learning disabilities, benefiting students who are training
in careers with high emotion and stress, and coaching. Based on the results, students who
have mindfulness incorporated in their curriculum could potentially reap benefits academically and personally.”
- Malow, M.S. & Austin, V.L. (2016). Mindfulness for students classified with
emotional/behavioral disorder. Insights into Learning Disabilities, 13(1), 81-93.
https://eric.ed.gov/?id=EJ1103673
From the abstract: “A six-week investigation utilizing a standard mindfulness for
adolescents curriculum and norm-based standardized resiliency scale was implemented
in a self-contained school for students with Emotional/Behavioral Disorders (E/BD).
Informal integration of mindfulness activities into a classroom setting was examined for
ecological appropriateness and improvement of student resiliency as conceptualized by
pre and post-tests using a standardized measure. T-tests demonstrated that students
perceived a significantly greater sense of personal mastery after six weeks of
mindfulness activities, defined by the scale as optimism, self-efficacy, and adaptability.
Additionally, students perceived a significant decrease in the level of emotional
reactivity defined as sensitivity, recovery and impairment. Although a third scale,
relatedness, did not reach significance, it was strongly supported and represented a trend
in the significant direction. The results, both quantitatively and qualitatively, speak to the
power of incorporating informal mindfulness activities into the daily educational
curriculums of students.”
- Napoli, M., Krech, P.R., & Holley, L.C. (2005). Mindfulness training for elementary
school students: The attention academy. Journal of Applied School Psychology, 21(1),
99-125.
https://eric.ed.gov/?id=EJ783571
From the abstract: “Mindfulness is the cognitive propensity to be aware of what is
happening in the moment without judgment or attachment to any particular outcome.
This concept flies in the face of modern, Western philosophical outcomes-based thinking
about events and activities. This article presents results of a formative evaluation of
whether participation in a mindfulness training program affected first, second, and third
grade students' outcomes on measures of attention. The training was designed and
intended to help students learn to focus and pay attention. The 24-week training
employed a series of exercises including breathwork, bodyscan, movement, and
sensorimotor awareness activities. Results from three attentional measures administered
to the students show significant differences between those who did and did not
participate in mindfulness practice training. Results are discussed and recommendations
are made for future work in this developing field of interest.”
- Rempel, K.D. (2012). Mindfulness for children and youth: A review of the literature
with an argument for school-based implementation. Canadian Journal of Counselling
and Psychotherapy, 46(3), 201-220.
https://eric.ed.gov/?id=EJ981060
From the abstract: “Interest in the use of mindfulness-based activities with children and
youth is growing. The article evaluates empirical evidence related to the use of
mindfulness-based activities to facilitate enhanced student learning and to support
students' psychological, physiological, and social development. It also provides an
overview of interventions that include mindfulness. There is a need to provide children
with a way to combat the stress and pressure of living in today's highly charged world:
mindfulness may be one helpful alternative. The implications of a universal school-based
mindfulness intervention are discussed, and directions for future research are offered.”
- Schonert-Reichl, K.A., Oberle, E., Lawlor, M.S., Abott, D., Thomson, K., Oberlander,
T.F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development
through a simple-to-administer mindfulness-based school program for elementary school
children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.
https://eric.ed.gov/?id=EJ1049599
From the abstract: “The authors hypothesized that a social and emotional learning
(SEL) program involving mindfulness and caring for others, designed for elementary
school students, would enhance cognitive control, reduce stress, promote well-being and
prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of
combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with
mindfulness program versus a regular social responsibility program. Measures assessed
executive functions (EFs), stress physiology via salivary cortisol, well-being (selfreports),
prosociality and peer acceptance (peer reports), and math grades. Relative to
children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b)
reported greater empathy, perspective-taking, emotional control, optimism, school selfconcept,
and mindfulness, (c) showed greater decreases in self-reported symptoms of
depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e)
increased in peer acceptance (or sociometric popularity). The results of this investigation
suggest the promise of this SEL intervention and address a lacuna in the scientific
literature—identifying strategies not only to ameliorate children's problems but also to
cultivate their well-being and thriving. Directions for future research are discussed.”
Additional Organizations to Consult
- American Mindfulness Research Association: https://goamra.org/
From the website: “The American Mindfulness Research Association (AMRA) was
founded in 2013. Our mission is to support empirical and conceptual efforts to: (1)
establish an evidence base for the process, practice, and construct of mindfulness; (2)
promote best evidence-based standards for the use of mindfulness research and its
applications; and (3) facilitate discovery and professional development through grant
giving. AMRA serves as a professional resource to the sciences and humanities, practice
communities, and the broader public on mindfulness from the perspective of
contemplative practice.”
- Association for Mindfulness in Education: http://www.mindfuleducation.org/
From the website: “The Association for Mindfulness in Education is a collaborative
association of organizations and individuals working together to provide support for
mindfulness training as a component of K-12 education. As such, mindfulness is a
foundation for education; mindfulness provides the optimal conditions for learning and
teaching and also supports all pedagogical approaches.”
- Holistic Life Foundation: http://hlfinc.org/
From the website: “The Holistic Life Foundation is a Baltimore-based 501(c) (3)
nonprofit organization committed to nurturing the wellness of children and adults in
underserved communities. Through a comprehensive approach which helps children
develop their inner lives through yoga, mindfulness, and self-care HLF demonstrates
deep commitment to learning, community, and stewardship of the environment. HLF is
also committed to developing high-quality evidence based programs and curriculum to
improve community well-being.”
- Mindful Schools: http://www.mindfulschools.org/
From the website: “Mindful Schools transforms school communities from the inside out.
In 2007, a small, passionate team assembled their collective experience in education,
social justice, and mindfulness and founded Mindful Schools on the belief that mindfulness provides young people with a compass to navigate their lives. The program
began in a classroom at Emerson Elementary School in Oakland, CA. Today, Mindful
Schools is one of the key players in the movement to integrate mindfulness into the
everyday learning environment of K-12 classrooms. The organization has trained over
25,000 educators, parents, and mental health professionals who work with youth. These
graduates, spanning 100+ countries, have reached over 1.5 million children worldwide.”
Methods:
Search Strings: Mindfulness behavior students OR mindfulness intervention schools OR
mindfulness behavior change elementary students
Searched Databases and Resources.
- ERIC
- Academic Databases (e.g., EBSCO databases, JSTOR database, ProQuest, Google Scholar)
Reference Search and Selection Criteria. The following factors are considered when selecting references:
- Date of Publication: Priority is given to references published in the past 10 years.
- Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches
- Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to surveys, descriptive analyses, and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.
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