Research and Resources from the Field
These resources are a collection of important findings in the field organized thematically as
self-care for educators, social emotional learning, mindful movement, neuroscience and mindfulness.
Teachers are stressed, and that should stress us all.
Principals can use mindfulness to prevent and reduce stress.
Nurturing teachers’ inner resilience creates a relational foundation in the classroom.
Teachers who participated in a mindfulness based intervention reduced their stress level by increasing their personal efficacy and tendencies to forgive colleagues and students.
Teachers in mindfulness training increased focused attention and occupational self-compassion along with lower levels of occupational stress and burnout.
Participation in a mindfulness program helped teachers improve psychological and job related factors such as performance, organization and burnout protection.
Teachers who participated in a self-care program significantly improved their well-being and efficacy compared to peers who did not participate in the program.
Most state credentialing processes do not require teachers to learn to identify and manage their stress in the classroom.
Almost 50% of teachers indicate the stress and disappointment involved in teaching at their school isn’t really worth it.
Almost 50% of teachers indicate high daily stress in their classroom.
Teachers who completed a mindfulness training program showed greater mindfulness, focused attention and working memory capacity, as well as lower occupational stress and burnout.
SEL participants showed an 11% gain in achievement.
Pre-Kindergarten students who participated in a mindfulness program demonstrated prosocial benefits and earned higher end of year learning, socio-emotional development and health grades than their peers.
A case can be made to connect SEL and mindfulness-based programming.
An expert group of scientists and scholars indicate social and emotional learning are intertwined with, and thus critical components of, learning.
Development of social and emotional skills in kindergarten was important for personal and public health outcomes later in life.
Benefits of early childhood participation in SEL programs were consistent across race or socio-economic diversity. SEL skills at follow up were strong predictors of well-being at follow up.
Mindfulness practice supports pro-social behavior and academic success in young people.
Mindfulness-based interventions for children and youths hold promise, particularly in relation to improving cognitive performance and resilience to stress.
Growth mindset trained students earned higher high school grades than their peers who did not receive mindset training.
Students improved their ability to cope with stress as well as their school engagement and attendance.
Teenagers who participated in an eight week yoga program significantly reduced eating disorder symptoms both during the program and at follow-up, four weeks after program completion.
Students who engaged in mindful yoga demonstrated significant increases in global and long-term self-regulation.
School-based yoga may have beneficial effects on preventing adolescents’ willingness to smoke cigarettes.
Students at high risk for dropping out who received yoga intervention showed trends toward decreased alcohol use and improved social skills.
Students who participated in a yoga-based social-emotional wellness program showed significant reductions in anxiety, depression and psychological distress.
Yoga in the school setting is worthy of continued research, and is a viable and potentially efficacious strategy for improving child and adolescent health.
Yoga has the potential to play a protective or preventative role in maintaining mental health in secondary schools.
A controlled trial showed that yoga as part of high school PE suggests preventative benefits in psychosocial well-being.
Heavy media multi-taskers are less able to filter out irrelevant distractions.
Higher media multitasking is associated with brain change.
Rhythm of Breathing Affects Memory and Fear
The web shatters focus, rewires brains.
Neuroscientific studies of mindfulness support the promising psycho-social and behavioral findings but more research is needed to understand how mindfulness works.
Mindfulness programs improved student attention control, emotion regulation and response to stress – neuroscience is beginning to understand how.
Long term meditators have significantly larger brain volume in areas associated with emotional regulation and response control.
Mindfulness can change our brains. Brain imaging indicates participants in a mindfulness program experieenced significant changes in brain regions involved in learning and memory processes, emotion regulation, self-referential processing, and perspective taking.
Learning to learn: you, too, can rewire your brain.
Yoga and mindfulness interventions for youth can be feasibly implemented and reliably measured in school settings.
In response to the earthquakes in Puerto Rico, a satisfaction questionnaire showed the need for early intervention to prevent pathology and promote resilience.
Mindfulness interventions improve mental, behavioral and physical outcomes in youth.
Third graders who participated in a classroom based mindfulness program improved their reading grades.
Elementary school students who participated in a program involving mindfulness and caring for others significantly improved on a number of social and emotional outcomes including reduced depression and peer-rated aggression levels.
Mindfulness training helped low-income, minority, middle school students in Baltimore improve their psychological functioning and response to stress.
Meditation and Mindfulness can increase focus and a sense of calm according to the Mayo clinic.
Students (improved mindfulness, anxiety and creativity) and teachers (improved mindfulness, reduced interpersonal problems) both indicated significant benefits of participating in a school-based mindfulness program.
Studies indicate mindfulness programs for youth show promise for improving a wide range of psycho-social and academic areas. Participation benefits appear to be most positive among youth in clinical settings and on psychological indicators.
Adolescents who participated in a school-based mindfulness program significantly reduced symptoms of depression. This study suggests mindfulness has utility as a prevention and as a treatment for adolescents with depression.
Pre-Kindergarten students who participated in a mindfulness program demonstrated pro-social benefits and earned higher end of year learning, socio-emotional development and health grades than their peers.
Depression levels decreased among ethnically diverse students who participated in a mindfulness program.
Student participation in mindfulness programs has benefits including: 24% decrease in aggression, 15% improvement in math scores and improved classroom behaviors.
Kindergarten students who participated in an eight week mindfulness program improved their self-regulation skills, pro-social behavior and reduced their hyperactivity.
The Greater Good Center at UC Berkeley has a great annotated mindfulness in education research highlights page.
Mindfulness is catching on in the Monterey Bay.
Schools in San Fransisco Unified are experiencing benefits of mindfulness such as suspensions decreasing 79% over four years.
Elementary school students and parents with ADHD may benefit from participating in mindfulness programs.
Mindfulness interventions were helpful for students’ mental health and well-being.
Mindfulness-based interventions can be effective in children and adolescents with mental health symptoms.
A mindfulness-based intervention positively impacted responses to stress including rumination, intrusive thoughts and emotional arousal.
A mindfulness-based program statistically improved stress, affective regulation and emotion regulation skills.
Participants in a mindfulness meditation trial showed improvements in working memory capacity.
A mindfulness-based stress reduction program showed increases in self-esteem and self-regulation for fourth- and fifth-grade girls.