Document Type
Article
Publication Date
Spring 2025
Abstract
This research investigates how mindfulness practices affect student focus and behavioral regulation in an elementary classroom. Conducted in a second-grade classroom at a preschool through fourth-grade school in a rural district in Osage, Iowa, this study addresses the growing need for effective strategies in social-emotional learning and self-regulation for young learners. Eighteen students, ages seven to nine, participated in a mindfulness-based intervention to promote self-regulation, enhance classroom engagement, and increase focus. The intervention incorporated developmentally appropriate mindfulness practices, such as yoga, breathing exercises, and guided meditation, into the daily classroom schedule. A qualitative approach was employed, combining teacher observations, surveys from students and teachers, behavioral tallies, and reflective journaling. The data collection sought to reveal patterns in student behavior, especially regarding focus levels and the necessity for behavioral redirection. Initial findings suggest that incorporating mindfulness increased student attention during academic tasks and reduced teacher redirections. These results support existing research on the benefits of mindfulness for young children and highlight the potential of such practices to improve executive functioning, emotional regulation, and the overall classroom environment. This study offers practical insights for educators and enriches the conversation regarding the importance of mindfulness practices in early childhood education.