Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students

By J. Meiklejohn, Catherine Phillips, M. Freedman, M. Griffin, G. Biegel, Andrew T. Roach, J. Frank, Christine Burke, Laura Pinger, Geoffrey B. Soloway and 4 more. 2012

794 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience

View Paper: https://www.semanticscholar.org/paper/2eb19a0067e0af080d083e2558bca384d9ee2822

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Citations in the corpus

Promoting child and youth resilience by strengthening home and school environments: A literature review (2020, background): “…have highlighted the usefulness of mindfulness programs within school settings to address the psychological, emotional, and cognitive functioning of both teachers and students (Franco, Mañas, Cangas, & Gallego, 2011; Kuyken et al., 2013; Meiklejohn et al., 2012; Wisner, Jones, & Gwin, 2010).”
Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (2019, background): “Consistent with the biological evidence that relationships impact brain development and learning, increasing evidence points to the importance of teachers ’ mental health and social-emotional skills for students ’ success (Jennings & Greenberg, 2009; Meiklejohn et al., 2012).”
The state of wellbeing science: Concepts, measures, interventions, and policies (2014, background): “Numerous trials and systematic reviews show substantial wellbeing benefits of mindfulness training on wellbeing or on the reduction of physical or mental health problems which interfere with wellbeing (Chambers, Gullone, & Allen, 2009; Hofmann, Sawyer, Witt, & Oh, 2010; Meiklejohn et al., 2012; Webe”
Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students (2013, background): “Recently, there has been a move to incorporate mindfulness-based training for teachers in an effort to increase their personal well-being, reduce stress, and enhance their classroom management practices (Meiklejohn et al., 2012).”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, methodology): “This argument is also evidence in the review of Meiklejohn et al. (2012) of youth mindfulness programmes where only 60 % of the programmes had been Table 1 Summary of meditative practices Meditation practice Intention of the practice Acem Thoughts, memories, emotions and sensations emerge and pass…”
Mindfulness at Work: Positive Affect, Hope, and Optimism Mediate the Relationship Between Dispositional Mindfulness, Work Engagement, and Well-Being (2015, background): “Encouraged by the reported positive outcomes, the interest in applying similar interventions and programs in other, non-clinical fields such as education (Meiklejohn et al. 2012; Schonert-Reichl and Lawlor 2010), coaching (Cavanagh and Spence 2012), or leadership training (Sauer and Kohls 2011; Reb ”
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students (2017, positive): “…working memory, attention, academic skills, social skills, and emotional regulation 16 The Campbell Collaboration | www.campbellcollaboration.org (Meiklejohn et al., 2012), few studies have synthesized this literature using systematic and quantitative methods and few have focused specifically on…”
A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being (2016, background): “Meiklejohn et al. (2012) suggest that prospective mindfulness teachers will be better equipped to teach their students if they have an established personal mindfulness practice from which to teach, and that the field could strengthen its service to schools and benefit both teachers and students…”
A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings (2015, background): “Specifically, critical reviews of existing research on the topic have called for more large-scale studies that utilize rigorous experimental methodology on normative student populations to bolster the empirical support forMBI in school settings (Garrison Institute 2005; Meiklejohn et al. 2012).”
Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures (2013, background): “…out that relatively few studies have investigated the role that meditation might play in academic achievement using externally valid, experimental procedures necessary to establish causation between meditation and improved student learning (Meiklejohn et al. 2012; Napora 2011; Shapiro et al. 2011).”
The Impact of a Mindfulness-Based Stress Reduction Course (MBSR) on Well-Being and Academic Attainment of Sixth-form Students (2015, background): “of mindfulness-based programmes for education (Meiklejohn et al. 2012) supported the positive potential of mindfulness in this context while acknowledging that the available evidence”
The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study (2013, background): “Over the past decade, several investigators have explored the potential efficacy of utilizing mindfulness-based strategies with classroom teachers (Meiklejohn et al. 2012).”
Mindfulness: Its Transformative Potential for Consumer, Societal, and Environmental Well-Being (2016, background): “For example, organizations such as the Garrison Institute, Mindfulness in Education Network, and the Association for Mindfulness in Education have researched and promoted age-appropriate mindfulness curricula (Meiklejohn et al. 2012).”