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Even the best work can wear us down. How do we find inspiration and purpose again?
Mindfulness-based curricular interventions can support adolescents who are at risk of school failure as they negotiate the transition from high school into young adulthood. Researchers hypothesized that a 6-week mindfulness-based intervention would lower participants’ perceived stress while increasing their reported levels of self-esteem. Participants (N = 23) ranged in age from 17 to 20 years while the majority were male students of color. Pre- and postintervention survey mean responses revealed statistically significant differences on the Single-Item Self-Esteem Scale and 3 items on the Perceived Stress Scale (with small to moderate effect sizes). Postintervention focus group (n = 8) data indicated that the most valued daily practice was the body scan technique. Open coding of the focus group data also revealed several key themes in the form of overarching codes as participants discussed intervention benefits. These included (a) self-regulation, (b) attention-awareness, and (c) positive thinking.
This article features a stress management approach that is becoming increasingly influential in schools: mindfulness-based stress reduction. The authors describe what it is, provide research-based evidence of its usefulness, and highlight mindfulness resources that educators can use to manage stress and improve their well-being (including coursework, daily practices, books, apps, and online audio recordings).
This article features a stress management approach that is becoming increasingly influential in schools: mindfulness-based stress reduction. The authors describe what it is, provide research-based evidence of its usefulness, and highlight mindfulness resources that educators can use to manage stress and improve their well-being (including coursework, daily practices, books, apps, and online audio recordings).