Date of Award

5-2022

Degree Type

Creative Project

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation Counseling

Committee Chair(s)

Sarah Pinkelman (Committee Chair)

Committee

Sarah Pinkelman

Committee

Tim Slocum

Committee

Robert Morgan

Abstract

Mindfulness is being integrated and studied across school settings as studies continue to reveal its beneficial effects. One of the largest mindfulness-in-schools organizations is Mindful Schools, which published a revised version of The Mindful Schools Curriculum for Adolescents (MSC-A) in 2019. While the effects of previous versions of the MSC-A have been evaluated in past studies and shown to be beneficial for students, the effects of the 2019 MSC-A have not been explored. This project sought to identify the effects of a condensed schedule of select lessons from the 2019 MSC-A on student and teacher perceptions of student mindfulness as measured by pre- and post-intervention measures. Results from the student measure, the CAMM, were inconclusive, though the class average score did improve over the course of the intervention, suggesting an increase in mindfulness levels after the intervention. Results from the teacher measure, the BASC-3 FM, showed a range of results for different students, including notable improvements in the class average of externalizing behaviors, suggesting a decrease in inattentive and hyperactive externalizing behaviors after the intervention.

Download

Share

COinS

Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .