Garro A, Janal M, Kondroski K, Stillo G, Vega V. Mindfulness Initiatives for Students, Teachers, and Parents: a Review of Literature and Implications for Practice During COVID-19 and Beyond. Contemp Sch Psychol. 2023;27(1):152-169. doi: 10.1007/s40688-022-00446-0. Epub 2023 Jan 30. PMID: 36741424; PMCID: PMC9885932.
During the 2020 Covid-19 Pandemic, families found themselves isolated and parents were tasked with managing the increased stress and anxiety in their children. Schools also experienced much distress, being forced to educate the youth with the use of online learning. More than ever, the social emotional learning needs of children were increased due to this sudden transition. Mindfulness is one potential solution to address these social-emotional needs. This literature review analyzed several research articles and books related to the topic of mindfulness in schools. While many benefits to mindfulness can be uncovered throughout the research such as increased job satisfaction for teachers, less anxiety for students, and reduced stress for parents, it is important to note that in order for mindfulness to work, the person teaching this coping mechanism must be familiar with its use on a personal level and the student/teacher/caregiver receiving the guidance for mindfulness must be receptive to its use. For my project, I am creating a pamphlet for those families who I refer to one of our guidance counselors to go over a proactive strategy, but will ensure they are receptive to this information first.
Several
Jessica Mettler, Bassam Khoury, Stephanie Zito, Isabel Sadowski, Nancy L. Heath,
Mindfulness-based programs and school adjustment: A systematic review and meta-analysis,
Journal of School Psychology,
Volume 97,
2023,
Pages 43-62,
ISSN 0022-4405,
https://doi.org/10.1016/j.jsp.2022.10.007.
The authors wrote a systematic review on the impact of mindfulness programs have on students' emotional, behavioral, and academic outcomes. This review found several benefits to the use of mindfulness programs, including improvement in behavior, academic performance, social-emotional well-being. It's also recognized that mindfulness does not discriminate- members of various populations have proven to see benefit to the use of mindfulness. This article demonstrates how useful a tool like mindfulness can be in schools. This further validates my desire to create a simple resource for families to use when we uncover any social-emotional issues that surface in the nursing office. I've noticed parents are desperate for any tools the school can offer, but those offerings are typically intangible such as a referral to outside counseling. My hope is this pamphlet provides a simple strategy that is proven to help that students and parents can use as they seek out support.
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