Document Type

Article

Publication Date

Spring 2025

Abstract

Research has shown that mindfulness practices that enhance awareness and focus while regulating emotions benefit students' well-being and academic achievements. The research studies mindfulness practices' effects on third-grade classroom teaching and learning processes. The research study explores how the daily incorporation of mindfulness practices impacts student attention and self-management skills together with their academic outcomes while assessing the impact on teacher effectiveness and classroom environments. A mixed-methods approach combines quantitative data from academic assessments, behavioral observations, and qualitative insights from teacher journaling. The initial findings indicate that students who practice mindfulness show better focus and involvement in learning while displaying decreased disruptive behavior, resulting in a more united and attentive learning environment. The research study provides evidence for implementing mindfulness effectively in elementary classrooms so that educators can develop a student-centered educational approach.

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