Perceived effectiveness and application of mindfulness practices in education: A qualitative study

Teresa Ann Ivey, Fordham University

Abstract

This study was an exploration of the perceptions, attitudes, and insights held by participants regarding the effectiveness of mindfulness practices. The objective was to learn the steps taken to implement mindfulness practices and to identify any roadblocks faced in adopting and implementing mindfulness practices. Data gathered from interviews, field observations, and documents revealed several key findings regarding successful implementation of mindfulness practices, including the need for strategic implementation, supportive leadership, and active participation on the part of educators. While qualitative and quantitative data exist to support the practice of mindfulness in education, much of the data were from urban, poverty-stricken school districts or from students with learning and emotional disabilities. To understand the impact of mindfulness on staff and students, evaluating a wider range of schools and students is necessary, including districts in middle and upper class communities. Specifically, researchers may want to examine the attitudes and beliefs regarding stress management of high-accountability teachers and high-performing students who participate in advanced placement and honors level classes in middle school and high school.^

Subject Area

Education, Leadership|Education, Educational Psychology

Recommended Citation

Teresa Ann Ivey, "Perceived effectiveness and application of mindfulness practices in education: A qualitative study" (January 1, 2012). ETD Collection for Fordham University. Paper AAI3517898.
http://fordham.bepress.com/dissertations/AAI3517898

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