![]() ![]() Students and school personnel alike experience stress as they navigate the busy school day. School systems face more demands and stress than ever with high stakes as students, teachers, and schools are graded based upon their performance and outcomes. ![]() Mindful education (ME) MindUP breathing elementary school whole-school approach emotional and behavioral disorders (EBD) stress concurrent mixed methods 1. The program helped students learn mindfulness-based coping strategies with breathing being the most beneficial mindfulness intervention for managing and reducing student stress and for creating a calmer school climate. An adapted MindUP curriculum was accepted, implemented, effective, and sustainable in both the general education and EBD settings. Data indicated students in regular education improved in their aggression/disruptive behaviors, concentration/attention, and social/emotional competence, whereas students in the EBD program only improved in their aggression/disruptiveness (effect sizes 0.15 to 0.51). Qualitative data indicated the adapted MindUP program improved school climate and aided teachers with teaching coping skills, especially breathing techniques, to help their students self-regulate when stressed. While implementing MindUP, teacher feedback was incorporated to adapt the program (e.g., decrease lesson length, provide supplemental child-friendly breathing activities). The qualitative data included interviews, informal focus groups, and participant feedback, and the quantitative data included participant satisfaction surveys and teacher assessment of student behaviors before/after the curriculum. This study used a concurrent mixed methods design. ![]() Participants included 55 staff and 436 students. This study is unique in that it investigated how to implement mindfulness curriculum within both general education and EBD student populations. We investigated the feasibility, implementation, and benefits of a whole-school mindfulness curriculum (MindUP) in an urban elementary school. Implementing a whole-school mindfulness curriculum can be challenging, especially when serving students in both general education and emotional behavioral disorder (EBD) settings. Mindful education (ME) in schools can address student well-being and stressors, as well as improve the overall school environment. This is an open access article distributed under the conditions of the Creative Commons by Attribution License, which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is correctly cited. ![]() Implementation of a Whole-School Mindfulness Curriculum in an Urban Elementary School: Tier 1 through Tier 3. Recommended citation: Ventura AB, Kissam BI, Chrestensen K, Tfirn I, Brailsford J, Dale LP. OBM Integrative and Complementary Medicine 2023, Volume 8, Issue 2, doi: 10.21926/obm.icm.2302022 Received: Novem| Accepted: | Published: May 24, 2023 Special Issue: Stress, Burnout, and Trauma in Schools: Coping Strategies for Teachers, Staff, and Students † These authors contributed equally to this work. § Current Affiliation: Children’s Oncology Group, Public Health Institute, Monrovia, CA, USA ‡ Current Affiliation: Memory Disorder Clinic, Mayo Clinic, Jacksonville, FL, USA Dale 3ĭepartment of Psychiatry, University of Florida College of Medicine, Jacksonville, FL, USAĬenter for Data Solutions, University of Florida College of Medicine, Jacksonville, FL, USAĭepartment of Psychiatry, College of Medicine-Jacksonville, University of Florida, FL, USA Kissam 1,†, Kandise Chrestensen 1,†,‡, Ian Tfirn 2,§, Jennifer Brailsford 2, Lourdes P. ![]()
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