A Conceptual Framework for Mindfulness in Schools

A comprehensive framework for mindfulness-based intervention implementation and sustainability in diverse educational contexts.

Overview

While there is a growing demand for school-based mindfulness interventions to support and improve self-regulation, mindfulness, and behavior, there has been little research on how school structures can affect the outcomes of these initiatives for different students in different settings.

Supported by a grant from the Spencer Foundation, 39 experts from multiple disciplines convened in February 2022 to combine and leverage their knowledge and expertise of a “whole-school approach” to mindfulness. As a result, the Conceptual Framework for Whole-School Mindfulness was developed. The purpose of this framework is to support educational communities in implementing mindfulness programs and practices in a sustainable way.

Four key phases were identified in the process of implementing Whole-School Mindfulness – Exploration, Preparation, Implementation, and Sustainment.

Conceptual Framework for Mindfulness in Schools Diagram

Phase labels aligned with EPIS Framework (Aarons et al., 2011).

1. Exploration

1. Exploration

It is important to understand the most helpful ways to support a school or district’s unique educational community before attempting to select or implement any Whole-School Mindfulness programs or practices. There are several areas to investigate during this initial Exploration Phase.

2. Preparation

2. Preparation

Before beginning any programming, take steps to prepare the entire educational community to accept and benefit from a Whole-School Mindfulness approach. Spending adequate time in the Preparation Phase can help the implementation process to go more smoothly and sustainably.

3. Implementation

3. Implementation

During the Implementation Phase, the focus should shift from preparation to managing change, supporting staff, and responding to additional needs. This is also the time to start collecting data and tracking process outcomes of new mindfulness interventions.

4. Sustainment

4. Sustainment

Once Whole-School Mindfulness initiatives are up and running, the Sustainment Phase is about learning from experience and finding ways to improve existing programs and practices so that they can be more fully embedded into the culture of the school, district, and educational community.

All Stages

There are several considerations that should be addressed during all four phases of the Whole-School Mindfulness implementation process. These overarching themes are outlined below.

  • Context – Acknowledge and consider “on the ground” realities of the educational community before any decision is made.
  • Adaptation – Be willing to adapt programs and practices in order to support staff and students in the unique culture and context of the school or district.
  • Integration – Look for ways to integrate mindfulness programs and practices into existing initiatives to minimize overloading staff and students with excessive change.
  • Assessment – Carry out both qualitative and quantitative assessments on an ongoing basis to identify problems and inform future efforts.
  • Leadership/Program Champion Support – Identify supportive and well-informed leadership and program champions to guide the educational community through each phase.

To find out more about the team of experts who worked on this project, click HERE.