Mindfulness Practices in a First-Grade Classroom: Impact on Student Behavior and Student and Teacher Perceptions
Date of Award
Master of Education in Teaching and Learning
There has been a rising interest in examining the effectiveness of implementing mindfulness practices to improve students’ behavior. The purpose of this study was to measure the effects that implementing mindfulness practices had on first-grade students’ off-task behaviors during lessons and transitions and to understand students’ and their teacher’s perceptions of the mindfulness practices that were implemented. A mindfulness intervention was implemented for three weeks. Tally sheets and journal entries were gathered to record and reflect on student behavior. Post-intervention surveys, individual student interviews, and a teacher interview were utilized to gather the participants’ perceptions. Quantitative data was analyzed using descriptive statistics and qualitative data was analyzed using the constant comparative method. Both the quantitative and qualitative data indicated that there was a limited impact on student behavior. Survey results indicated that most students had positive perceptions about the mindfulness intervention. The classroom teacher’s perceptions emphasized suggestions for improvement.
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Picena, Lesslie, "Mindfulness Practices in a First-Grade Classroom: Impact on Student Behavior and Student and Teacher Perceptions" (2023). Masters of Education in Teaching and Learning. 65.
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Psychology Commons, Elementary Education Commons