A QUALITATIVE EXPLORATION OF IMPLEMENTATION FACTORS IN A SCHOOL‐BASED MINDFULNESS AND YOGA PROGRAM: LESSONS LEARNED FROM STUDENTS AND TEACHERS. Issue 1 (28th November 2016)

• Record Type: Journal Article
• Authors: Dariotis, Jacinda K.; Mirabal‐Beltran, Roxanne; Cluxton‐Keller, Fallon; Feagans Gould, Laura; Greenberg, Mark T.; Mendelson, Tamar
• Other Names: Renshaw Tyler L. guestEditor.; Cook Clayton R. guestEditor.
• Is Part Of: Psychology in the schools. Volume 54:Issue 1(2017)
• Page Start: 53
• Page End: 69
• Publication Date: 2016-11-28
• Subjects: Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.21979
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract : Identifying factors relevant for successful implementation of school‐based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators—students and their classroom teachers—merit attention in this context and have rarely been explored using qualitative methods. This article reports the results of a study on the qualitative perspectives of fifth‐ and sixth‐grade participants and their teachers of a 16‐week school‐based mindfulness and yoga program in three public schools serving low‐income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy‐in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school‐based mindfulness and yoga programming in urban settings.