Implementation of school mindfulness programs is facilitated by collegial teaching, administrative and parental support, and children's enthusiasm, and hindered by lack of time and disengaged students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies identified factors facilitating successful implementation (teaching with colleagues, administrative and parental support, children's enthusiasm) and hindering factors (lack of time, students failing to engage). → Charlotte Zenner 2014

Evidence¶

Charlotte Zenner 2014¶

Charlotte Zenner, Solveig Herrnleben-Kurz and Harald Walach. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2014.00603

q2 · i? · quant-synthesis · r2

The review's implementation analysis of feasibility reports from included studies. It attributes to Joyce et al. (2010) the facilitators "teaching along with colleagues, administrative and parental support, or children's enthusiasm" and the hindering factors of lack of time and student disengagement.

"Joyce et al. (2010) mentioned specific factors which facili- tated successful implementation: teaching along with colleagues, administrative and parental support, or children's enthusiasm. What hindered was a lack of time and students who failed to engage with the program."

Discussion¶

Related Claims¶

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• Competing priorities for instructional time (environmental context) was the most salient barrier to teachers' implementation of a supplemental language curriculum — related