“Let’s Just Stop and Take a Breath”: A Community-Driven Approach to Mindfulness Practice in a High Poverty Elementary School

• DOI: 10.36510/learnland.v10i2.810
• Publication Date: 2019-11-11T18:25:15Z
• Authors: Shana Haines; Kelly Clark/Keefe; Alan Tinker; Alyssa Kotsiopoulos; Cynthia Gerstl-Pepin; Katharine G. Shep...; Haley Woodside-Jiron; Morgan Milhomens
• Keywords: 03 medical and health sciences; 0302 clinical medicine; 4. Education; 1. No poverty

This case study describes how a high-poverty, linguistically and culturally diverse elementary school came to embed mindfulness in its curriculum what adults perceived be the outcomes of program on students’ well-being. qualitative is based 25 interviews with teachers, administrators, community members; classroom observations; relevant documents. Participants indicated that practicing improved student well-being through greater self-awareness increased ability articulate their emotions needs, select strategies self-regulate, generalize practice out-of-school settings. Implications for research are discussed.