![]() ![]() Finally, the implications for future mindfulness programs are discussed in the conclusion section. A complexity analysis was undertaken to examine the internal and external interacting agents in order to understand why the program failed. Following this the implementation of the mindfulness classes is detailed. First the context of the study is presented followed by a description of the research methods. The following research question was established: What is the impact on students and teachers from introducing mindfulness into the curriculum? This paper presents the processes surrounding the implementation of the program, including a complex systems analysis of why the program failed long term. The primary aim of the project is to examine the implementation of a mindfulness program into a middle school curriculum as experienced by staff and students, and to explore the implications of the program from a complex systems perspective. Hawkins and James (2018: 29) state "complexity as a foundational aspect of schools is still not adequately acknowledged, which unduly limits research, policy and practice in school leadership, management and organization". Research from this perspective is limited. Thus, we argue that the implementation of mindfulness programs in school settings requires a complex systems perspective if the program is to be sustainable. Despite this steady increase in empirical research, the design and implementation of mindfulness programs continue to evolve (Greenberg & Harris, 2012 Roeser & Zelazo, 2012 Schonert-Reichl & Roeser, 2016 Albrecht et al. For young people mindfulness can become part a coping strategy for growing up in a world that is constantly challenging and rapidly changing (Weare, 2014). , 2013) and increasing teachers and student resilience (Meiklejohn et al. , 2010) a redress for teacher burnout (Gold et al. , 2014), decreased reactivity and increased response flexibility (Moore & Malinowski, 2009) providing skills for coping with stress (Wall, 2005 Mendelson et al. Past research reports mindfulness practice has significant benefits such as: emotion regulation (Corcoran, Farb, Anderson & Segal, 2010 Viafora et al. Others describe mindfulness as being presently aware of our inner consciousness, recognizing stimuli in the inner and external environment without making them the center of attention (Germer, 2004). Mindfulness is described as non-judgmental awareness exercises that enable individuals to be present in the moment (Jennings, 2015: Germer, 2004). Mindfulness in schools is gaining increased attention and so too is the field of mindfulness in education (Schonert-Reichl & Roeser, 2016 ). We argue that it is pertinent to give attention to the interacting elements within and external to the school system in order to predict and mediate any resistance and ensure that mindfulness programs can be fully supported for the long terms benefits of the students. A complexity analysis revealed resistance from all levels of the school which made it difficult to sustain the program long term. A total of 21 students and 5 teachers participated in the mindfulness program. This paper reports on the outcomes of a mindfulness program that was implemented in a middle school in regional Australia. Mindfulness practice is gradually being recognized as an important strategy for supporting overall wellbeing to cope in a world shaped by constant change. Evaluating a mindfulness program in a middle school: A complex systems analysis
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