A Classroom-based Training Program of Attention and Emotion Regulation

The researchers used qualitative and quantitative methods to develop, examine, and refine mindfulness practices for teachers and students throughout the project. In Year 1, they developed and piloted an initial version of the program in five classrooms using individual interviews, focus groups, classroom observations, classroom artifacts, and teacher diary entries to inform the work. In Years 2 through 4, the researchers moved 21 teachers from learning mindfulness practices themselves, to observing and co-teaching the student mindfulness curriculum with an experienced instructor, and then to teaching independently with peer support. In Year 2, the researchers randomly assigned the 21 classrooms to mindfulness training or not, with trained teachers co-teaching with an experienced mindfulness instructor. In Year 3, teachers trained in Year 2 (n = 11) supported one another while teaching their students, and the Year 2 control teachers (n = 9) were trained for the first time. The researchers recruited an additional 7 classrooms that did not receive training for comparison purposes. Teachers and students in all 28 classrooms completed assessments before and after the teacher and student training periods in both years.