Teachers' Perceptions of Mindfulness in the Classroom

Abstract

The purpose of this research was to investigate teachers’ perceptions of a mindfulness program which was implemented in the 2019-20 school year at an elementary school in Southeastern Wisconsin. Qualitative methods were used to interview seven teachers using open-ended questions. All seven participants were women who ranged in age from 23-54 and whose years of teaching experience ranged from 1.5 - 31 years. The teachers were asked questions regarding their training in the program, their observations of the effects of the program, and ways that the program could be improved. The data revealed that most teachers felt underprepared to implement the program, but they did see many positive results. The students involved showed improved behavior both in the classroom while using the program, and also in many environments outside the classroom including specialist classes, recess, and transition times. Many participants supplemented their classrooms with additional items in order to give their students more opportunities to practice and expand their success using calming techniques.