Date of Award
Master of Education in Teaching and Learning
The purpose of this study was to examine how brief mindfulness practices influence students receiving special education in a resource setting that provides one-on-one support outside of the general education classroom. The researcher utilized three to five minutes of breathing exercises, stretches, and discussion every day before beginning instruction. Data was collected through observations, pre- and post-surveys, and post-activity interviews. The constant comparative method was used for analyzing data to find emerging or recurring themes in the data collected. Three major themes emerged from the collected data: social-emotional regulation, making a choice, and the flexibility of mindfulness. Through observations, four out the six participants exhibited self-regulatory abilities. Interviews and surveys revealed that all students developed an ability to use mindful moments for a variety of reasons.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Schmidt, Paige, "“I Can’t Calm Myself”: Mindfulness in a Special Education Resource Setting" (2022). Masters of Education in Teaching and Learning. 56.