ASCD Annual Content- Explore key concepts of mindfulness, self-awareness, emotional regulations and communication (10 minutes- Presentation & Discussion)
- Engage in mindful practices and discuss their uses and potential best times to use them throughout the course of navigating situations (15 minutes- Practice Techniques & Discussion)
- Discuss professional development and student/staff programs ideas to cultivate a positive school culture (10 minutes- Discussion)
- Create ways to integrate mindfulness and mental health awareness into existing school practices (15 minutes- Small Group Activity/Share-out)
- Share best practices and next steps for implementation with Q/A (10 minutes- Discussion)
1. Klingbeil, D. A., & Renshaw, T. L. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. School Psychology Quarterly, 33(4), 501-511. This meta-analysis demonstrates the positive effects of mindfulness-based interventions on teachers' psychological well-being, including reduced stress and increased job satisfaction.
2. Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66. This study shows how mindfulness programs in schools can improve cognitive control, reduce stress, promote well-being, and foster prosocial behavior among students.
3. Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., ... & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787-804. This research demonstrates how mindfulness training for teachers can reduce occupational stress and burnout, potentially improving classroom climate and student outcomes.
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