The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.
The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.
On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.
Special thanks to Jessica Harrison, Cristi Pinela, Cynthia Taylor, and Timothy C. Urdan for their assistance and support with this manuscript.
Roeser, R.W. (2014), "The Emergence of Mindfulness-Based Interventions in Educational Settings", Motivational Interventions (Advances in Motivation and Achievement, Vol. 18), Emerald Group Publishing Limited, Bingley, pp. 379-419. https://doi.org/10.1108/S0749-742320140000018010
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