Work

A Qualitative Exploration of Implementation Factors in a School‐based Mindfulness and Yoga Program: Lessons Learned From Students and Teachers

Year: 2016

Type: article

Abstract: Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators - students and their classroom teachers - merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.

Source: Psychology in the Schools

DOI: 10.1002/pits.21979

Authors: Jacinda K. Dariotis, Roxanne Mirabal‐Beltran, Fallon Cluxton‐Keller, Laura Feagans Gould, Mark T. Greenberg, Tamar Mendelson

Institutions: Johns Hopkins University, University of Cincinnati, Pennsylvania State University

Language: English

Topic: Mindfulness and Compassion Interventions

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: National Institute on Drug Abuse