Despite decades of school reform, racial, ethnic, and socioeconomic disproportionality in student academic opportunities and discipline continues to be a significant concern throughout the education system. The University of Southern California (USC), the Santa Monica-Malibu Unified School District (SMMUSD), and Mindful Schools (MS) are collaborating on bringing mindfulness training to K-5 teachers/staff to foster an …
Continue reading “Cultivating mindful schools to promote an equitable climate of learning”
Contemplative Art Education (CAE), established in 2012 by the Massachusetts Museum of Contemporary Art (MASS MoCA), seeks to enhance experiences with the arts using innovative models of engagement. CAE is a skill-based, experiential, constructivist education approach that involves: conversational tours, mindful practices, and art-making activities. What makes CAE unique is that it encourages viewers to …
Continue reading “The role of Contemplative Art Education in social, emotional, and cognitive development of children with low SES”
This Varela research examined the differential effects of mindfulness and kindness meditation on teachers’ emotional abilities, compassion, and prosocial behavior. The purpose of the 8-week randomized controlled trial was to empirically probe the prosocial mechanisms of meditation, which are now actively debated in contemplative science and psychology but remain poorly understood. In addition, this research …
Continue reading “The effects of mindfulness and loving-kindness meditation on teachers’ emotional abilities, compassion, and prosocial classroom engagement”
Among all school-based factors, teachers have the largest impact on student achievement. The teacher-student relationship accounts for much of this influence. Although many teacher education programs provide knowledge about effective teaching behaviors, few target for development the skills teachers’ employ to enact what is known. Bridging the gap between knowing about and being able to …
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Adolescents bear the burden of complex global challenges head, yet as recent events have shown, they are also drivers of change. Youth mindfulness programmes (YMPs), now increasingly prevalent in educational and juvenile justice settings, are thought to promote resilience and emotional skills, drawing on neuroscience to inform interventions. Moreover, neurobiological ideas are frequently incorporated into …
Continue reading “Critical Neuroscience and the Politics of Mindfulness Interventions for Youth: A Proposal for an Interdisciplinary Working Group”
This Think Tank will convene a team of teaching and mindfulness experts to explore the science, the benefits, and potential risks of using mindfulness as an anti-oppressive pedagogy—an approach that helps students recognize the ways that most people are variously privileged and oppressed, understanding how both relations perpetuate suffering for others and for oneself. The …
Continue reading “Mindfulness Practices as Anti-Oppression Pedagogy: Strategies for Preparation, Implementation, and Assessment”
The PI will recruit a mentor teacher (with a minimum of 5 years of teaching experience and 1 year of practicing mindfulness) from a school where at least 10 classroom teachers are willing to be assigned to a mindfulness or control condition. The mentor teacher will collect data from computerized measures on attention and working …
Continue reading “An investigation of the impact of mindfulness training on the development of attention and working memory in children”
This project is investigating the effects of mindfulness training during early childhood. Because the neural networks supporting cognitive control and executive function are undergoing major developmental change during this period, implementing mindfulness training during the preschool years may be especially beneficial. However, given that young children have a very limited ability to focus for extended …
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The purpose of my study is to investigate the single and joint effects of a mindfulness education program for children (MIndUp) and a mindfulness-based stress reduction program for teachers (SMART-in-Education) on elementary school children’s social and emotional well-being, classroom behaviors, and stress reactivity, and academic achievement. This study will contribute to the question of whether …
Continue reading “Mindfulness-based education in the elementary school classroom: Individual and joint effects of a teacher and student program on children’s classroom behaviors, peer relations, classroom hierarchy, and stress reactivity”
The interpersonal processes of learning mindfulness were explored by analyzing the transcripts of the teacher-student interactions in the Dialogue and Inquiry periods of the MBSR course, informed by video-assisted process recall interviews of teacher and students. The purpose of the study was to describe and understand the process of learning and teaching mindfulness as a …
Continue reading “Relational processes in learning mindfulness: An action-theoretical perspective”
