Program
Special Education M.A.
Year Approved
2019
First Advisor
Elliott, Nathan
Abstract
In recent years, there appears to be an increase in the number of children in grades kindergarten through 12th grade that struggle with issues such as mental illness, anxiety, emotional and behavioral disorders, etc. As a result, teachers are starting to witness more student behaviors in the classroom. Consequently, this impacts the learning environment of all students. Currently, there is a growing trend in the field of mindfulness. Mindfulness interventions have been suggested to help students with behavior regulation, academic performance, and prosocial behaviors. Research also suggests that mindfulness interventions are not only beneficial for students but teachers too. They have helped reduce teacher burnout rates, increase teacher self-worth, and increase student relationships with teachers. It is evident that educators need to change the teaching model that has been used for so many years with students. As behaviors become more prominent at school, we need to reframe how education is structured. Research suggests that mindfulness based curriculums are the key to helping reduce behaviors and increase academic performance.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Cerza, R. (2019). Mindfulness in the Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/117