Document Type
Article
Publication Date
Spring 2025
Abstract
Violence in classrooms remains a significant concern in schools across all grade levels globally. Existing research highlights the detrimental effects of such behavior on both students and educators, contributing to elevated teacher stress and increased attrition rates (Ferguson, 2024). Students exposed to violence may exhibit school avoidance, decreased academic performance, and psychological challenges (Ferguson, 2024). This school improvement project seeks to identify effective, evidence-based strategies teachers can use to reduce violent behaviors, thereby fostering a more positive classroom environment. Grounded in a comprehensive literature review, an in-depth study was conducted in a public kindergarten classroom in rural Iowa. Findings from the daily behavior reflections suggest that the incorporation of mindfulness practices may contribute to improved emotional regulation among students, despite the persistence of some anxiety and anger. Based on both the study's results and prior research, it is recommended that schools provide structured training for teachers on implementing regular mindfulness activities. Additional research is necessary to explore other variables that may enhance the effectiveness of mindfulness in diminishing classroom violence.