Mindful Awareness In The Classroom

The article Mindfulness Training and Classroom Behavior Among Lower-Income and Ethnic Minority Elementary School Children is the largest mindfulness intervention trial for children published to date. The purpose of this study is to understand why success in student learning requires a non-disruptive classroom environment. The study mentioned that when there is unruly behavior in classroom teachers show more emotional distress which can cause them to have less job satisfaction and poor teacher retention. When this happens this effects how the teacher interacts with their students which causes disruption in the learning process. Mindfulness intervention has an impact in this study because it shows how using mindful awareness helps individuals pay attention,
They measured the effects of the mindfulness based intervention by randomly assigning classrooms to the MS curriculum or MS plus additional seven once-a weekly class. The sessions lasted 15 min 3 times per week for a total of 5 weeks. The teachers assisted in self-reporting data by doing a student evaluation that was already being used by the teachers. This caused the study to be a naturalistic field evaluation of a program curriculum used within the school. The measures were a student behavior rubric made by Kinder Associates, LLC., which assessed four categories these categories were paying attention, self-control, participation in activates, and caring and respect for others. The data showed significant within-teacher variability but not between teacher variability. For all four outcomes the student behavior scores improved in both pre-to post-intervention. Suggesting that mindfulness training may have improved classroom behaviors among ethnically- divers and lower income school aged children. Beyond the 5-week intervention program there was no significant benefit added when measuring for the children