Mary L. Phan

Objectives: This study evaluated a collaboratively developed, teacher-implemented mindfulness-based intervention (MBI) targeting teacher stress and coping and students’ prosocial behavior. The study also examined implementation fidelity, social validity, and sustainment.Methods: Six elementary school teachers in grades 1–3 participated in a single-case multiple-baseline design across participants. Teachers implemented a four-week MBI consisting of daily teacher self-practice and twice-daily classroom mindfulness exercises. Daily measures assessed teacher stress and coping and classroom academic engagement, respectful behavior, and disruptive behavior. Outcomes were evaluated through visual analysis, descriptive statistics, and Non-overlap of All Pairs (NAP) and Improvement Rate Difference (IRD). Fidelity, social validity, and follow-up outcomes through two months post-intervention were also assessed.Results: Functional relations were not consistently demonstrated across teachers. However, several teachers showed reduced stress and improved coping, while several classrooms showed increased academic engagement and respectful behavior and reduced disruptive behavior. Across outcomes, NAP ranged from .36 to 1.00 and IRD from .28 to 1.00. Teachers reported high social validity, and fidelity was high (self-report: M = 98.33%; observed: M = 93.33%).Conclusions: Findings support the feasibility and acceptability of brief, teacher-implemented MBIs. Although functional relations were inconsistent, individual patterns suggest potential benefits for teacher coping and classroom behavior. Flexible, context-responsive implementation may support sustained use in schools.

Teacher stress and burnout can affect teacher well-being, classroom functioning, and student outcomes, yet school-based mindfulness interventions (MBIs) may be difficult to sustain without attention to feasibility, social validity, and cultural and contextual fit. Twelve elementary teachers collaborated in the development and adaptation of an MBI for teacher self-practice and classroom implementation. Guided by community-based participatory research principles and the Making Optimal Decisions for Intervention Flexibility during Implementation (MODIFI) framework, the study used a convergent mixed-methods design involving a 2-hour mindfulness training, qualitative interviews, and the Usage Rating Profile–Intervention Revised (URP-IR). Qualitative data were analyzed for implementation barriers, facilitators, and cultural adaptations, while URP-IR subscale scores were summarized descriptively. Teachers reported stress related to workload, limited time, administrative demands, and classroom behavioral needs, but viewed mindfulness as beneficial and feasible when practices were brief, flexible, and integrated into routines. Adaptations addressed language, developmental appropriateness, delivery format, student autonomy, and classroom context. Quantitative findings showed Acceptability (M = 5.5) and Feasibility (M = 5.7), with lower System Support (M = 3.3). Teacher feedback informed audio-guided options, visual practices, developmentally appropriate scripts, and autonomy-supportive language. Findings suggest that engaging teachers as co-designers may strengthen intervention fit, social validity, and implementation readiness.

The application of mindfulness practices in schools has gained significant attention as a tool for helping students develop self-regulation skills. This chapter explores the effectiveness of mindfulness interventions in educational settings, while addressing key challenges such as the religious origins of mindfulness and potential concerns about its integration into diverse school environments. Additionally, it highlights opportunities for incorporating mindfulness practices that respect and center cultural contexts, as well as the origins of the practice itself. Through a case example utilizing a relational framework, the chapter demonstrates how mindfulness can be adapted and implemented in schools to promote emotional well-being and resilience among students. The discussion emphasizes the importance of aligning mindfulness interventions with both the developmental needs of students and the broader social and cultural dynamics of the school community.

This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students’ prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. This study used a single-case multiple baseline design across four elementary teachers. The MBI consisted of self-practice and a proactively culturally-adapted classroom-based intervention. We gathered data on teacher stress and coping as well as student prosocial behavior in the classroom for two weeks. Teachers received weekly in-person fidelity checks and performance feedback. MBI sustainability was monitored with two-week and one-month follow-up questionnaires post-intervention. MBI self-practice and classroom-based implementation were conducted with high fidelity and had strong social validity. The MBI decreased teacher stress for two of four teachers and improved coping abilities for two of four teachers. Further, three of four teachers reported the MBI had small yet desirable effects on students’ academic engagement, respectful behavior, and disruptive behavior in the classroom. Although results show potential promises in the short-term, follow-ups suggested the MBI had poor sustainability. This study provides proof of concept for the MBI’s potential to positively affect both teachers and students, but more research is needed to understand the mixed results. Results have practical implications for informing future research related to using MBI to reduce teacher stress and coping as well as for improving students’ classroom behavior. We hope this study encourages researchers to engage in MBIs to promote teacher and student well-being.

This chapter provides an overview of research on mindfulness-based interventions (MBIs) and compassion interventions (CIs) in K–12 schools. It begins by outlining the historical development and application of MBIs and CIs within educational settings. A summary of findings from systematic reviews, encompassing 11 reviews on MBIs and 7 on CIs with K–12 youth, is presented to highlight the current state of the science. The chapter concludes by discussing future directions for implementing and tailoring school-based MBIs and CIs to better support historically marginalized youth.

Mindfulness-based interventions (MBIs) in schools have become increasingly popular, as these practices can be integrated into classrooms by teachers, adapted to fit the individual needs of students or groups of students, and implemented as a schoolwide commitment to improve well-being. Research shows that MBIs are broadly effective for improving a variety of social, emotional, behavioral, and academic outcomes for diverse students. However, implementation of MBIs in under-resourced schools presents a unique set of challenges for school staff. This paper addresses this issue constructively by providing guidelines for increasing access to MBIs in under-resourced schools. First, we provide a brief overview of common ecological barriers—and potential solutions—to implementing MBIs in under-resourced schools at the individual-level, team-level, school-level, and macro-level. This overview is followed by recommendations for de-implementing outdated interventions and implementing MBIs instead. Finally, we complete our guidelines by describing the Adapting Strategies to Promote Implementation Reach and Equity (ASPIRE) framework and how this heuristic can be applied to guide culturally sensitive and equity-focused adaptations to MBIs in under-resourced schools.

Mindfulness-based interventions (MBIs) in schools have become increasingly popular, as these practices can be integrated into classrooms by teachers, adapted to fit the individual needs of students or groups of students, and implemented as a schoolwide commitment to improve well-being. Research shows that MBIs are broadly effective for improving a variety of social, emotional, behavioral, and academic outcomes for diverse students. However, implementation of MBIs in under-resourced schools presents a unique set of challenges for school staff. This paper addresses this issue constructively by providing guidelines for increasing access to MBIs in under-resourced schools. First, we provide a brief overview of common ecological barriers—and potential solutions—to implementing MBIs in under-resourced schools at the individual-level, team-level, school-level, and macro-level. This overview is followed by recommendations for de-implementing outdated interventions and implementing MBIs instead. Finally, we complete our guidelines by describing the Adapting Strategies to Promote Implementation Reach and Equity (ASPIRE) framework and how this heuristic can be applied to guide culturally sensitive and equity-focused adaptations to MBIs in under-resourced schools.