Train and support educators to implement mindfulness through programs, coaching, and shared leadership¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends training teachers to directly facilitate mindfulness activities, using resources such as Mindful Schools courses for under-resourced public schools, the CARE program to increase prosocial behavior by improving educators' well-being and student relationships (Jennings & Greenberg, 2009), and the Mindfulness in Schools Project for educators serving ages 7–18. It also recommends integrating mindfulness into coaching, extending professional development schoolwide via a train-the-trainer model, sharing leadership with student ambassadors, and monitoring effectiveness against articulated goals.

Design Implications¶

Context¶

Requirements¶

• School leaders make mindfulness a part of their approaches to leadership and instructional support

Constraints¶

Target Learners¶

• teachers and school educators
• school leaders
• student ambassadors

Target Learning Goals¶

• educator stress reduction and self-regulation
• classroom management strategies
• prosocial student behavior

Related Strategies¶

• Select evidence-based mindfulness programs matched to school needs assessment data
• Brief initial training with extensive follow-up coaching and on-site facilitation for whole-school program implementation
• Support first-year adopters of a comprehensive curriculum with quick-start overviews, editable materials, and curated course plans
• Integrate mindfulness throughout the school day via mindful moments, pausing before reacting, and reflective norms
• Use targeted mindfulness supports for at-risk students with trauma-informed adaptation and participation choice

Examples¶

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Key Sources¶

• Browning, A., & Romer, N. (2020). Mindfulness-based practices for schools. WestEd. https://californias3.wested.org/wp-content/uploads/Mindfulness-Based-Practices-for-Schools.pdf