Mindfulness and Social-Emotional Competencies: Proposing Connections Through a Review of the Research

ObjectivesThe purpose of this study was to explore linkages between mindfulness-based practices (MBP) applied in schools and a social and emotional (SEL) framework using the five competency areas endorsed by the Collaborative for Academic, Social, and Emotional Learning (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). A qualitative exploration of linkages was conducted to identify ways the two might be integrated in schools and to stimulate transdisciplinary dialogue.MethodA literature review yielded 40 studies that met the criteria: (a) use of MBP, (b) study conducted in a school setting, (c) inclusion of a goal to promote mindfulness, and (d) at least one outcome variable relevant to at least one of the five SEL competency areas. After coding SEL-related constructs measured in the studies, we reached consensus for the SEL competency area under which each construct best fits and reviewed the extent to which constructs were measured across the five SEL competency areas.ResultsResults suggested a conceptual fit between MBP and a SEL framework. Each of the five competency areas varied in their representation of the effects of MBP on students. The competency area of self-management was represented in all studies reviewed. No studies mentioned the use of the five competency areas in a SEL framework to guide or classify outcome variables. Only eight studies measured mindfulness as a construct.ConclusionsFuture evaluations of MBP in schools should consider how outcomes fit within the context of a SEL framework to further understand the linkages between MBP and SEL

Integrating Mindfulness-Based Practices Into Social and Emotional Learning: A Case Application

Mindfulness-based practices (MBP) are being applied in school settings with growing interest and increasing frequency. Social and emotional learning (SEL) is a paradigm in which schools are planning and implementing prevention and intervention programming to mitigate risk factors and positively affect the well-being of all students. MBP can be used with SEL programming as a novel adjunctive approach to fostering resilience. This article reviews SEL and highlights the theoretical basis for and the practical integration of MBP into existing SEL curricula, Strong Kids and Strong Teens. Recommendations for the continued use of MBP in school settings and within a SEL framework are discussed

Establishing Positive Discipline Policies in an Urban Elementary School

Researchers and school practitioners alike are finding positive outcomes in the proactive practices of schoolwide positive behavior supports (SWPBS). However, reform through such systemic efforts as SWPBS is a challenging endeavor. For SWPBS to reach the widest number of schools, it is necessary to provide school faculty and staff with the knowledge and tools necessary to design and implement effective behavioral supports. Foundations is a staff development tool designed to guide school teams through the process of developing positive disciplinary practices consistent to the principles of SWPBS that prevent problem behavior and encourage safety and civility. This paper includes a description of SWPBS and Foundations followed by outcomes from a diverse, urban elementary school. Following one year of implementation, data indicated positive changes in schoolwide behavior and discipline practices. (Contains 4 figures.

How Do Staff Perceive Schoolwide Positive Behavior Supports? Implications for Teams in Planning and Implementing Schools

Schoolwide Positive Behavior Support (SWPBS) offers an alternative to reactive and exclusionary school discipline practices. However, the shift to SWPBS requires substantial change in the practices of staff, and many leadership teams struggle to rally staff support for implementation. With a more thorough understanding of staff perceptions, level of understanding, and support for SWPBS, teams may be better positioned to assist staff in the change process. To achieve an understanding of staff perceptions and how they may differ in schools on the basis of level of implementation, the authors directly assessed staff perceptions in seven planning schools and seven implementing schools. Significant differences were found between planning and implementing schools in knowledge of SWPBS, as well as perceptions of behavior and discipline

Improving Mathematics Teachers\u27 Content Knowledge via Brief In-service: A US Case Study

This study is an evaluation on whether middleâ€level mathematics teachers\u27 participation in a weekâ€long inâ€service course on middleâ€level mathematics concepts increases their understanding of this content. A secondary purpose of this study is an exploration of teacher perceptions before and after the institute via selfâ€report surveys. Participants include 31 middleâ€level mathematics teachers who attended at least one of the two inâ€services, one emphasizing algebra concepts and the other emphasizing probability and geometry concepts. The findings indicate that teachers\u27 content knowledge significantly improved, as measured by pretest and postâ€test results. The selfâ€report survey responses did not change as a result of participation in the inâ€service, but overall patterns of responses in both the quantitative and qualitative survey data indicate how the institutes can contribute to a larger professional development strategy. Both inâ€service courses are described and implications are discussed

A Qualitative Analysis of Middle and High School Teacher Perceptions of Schoolwide Positive Behavior Supports

Full stakeholder support for any innovation can be difficult to achieve, particularly in complex systems such as middle and high schools. Increasingly, obtaining middle and high school teacher support for Schoolwide Positive Behavior Supports (SWPBS) is identified as a challenging yet crucial element of implementation. The reasons behind these challenges are not well understood; thus, the purpose of this study was to attain a better understanding of the SWPBS-related needs and concerns of middle and high school teachers. Thematic analysis was used to analyze open-ended concerns statements and statements of need from teachers working in 19 middle and high schools. Regardless of SWPBS implementation level, the most prevalent concerns pertained to staff support and consensus, and the most prevalent needs were related to collaboration. There were high levels of consistency in concerns and needs, with a few differences found in the concerns and needs statements of teachers in implementing and low-implementing schools. Full results, limitations, and implications for future research and practice are discussed. © 2016, © Hammill Institute on Disabilities 2016

Classified Staff Perceptions of Behavior and Discipline: Implications for Schoolwide Positive Behavior Supports

Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations—making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic consideration of their perspectives and concerns, is virtually absent in this field of research. Hence, the purpose of this mixed-methods study was to develop a general understanding of classified staff perspectives of behavior and discipline. We used quantitative analysis to compare survey data from teachers and classified staff (n = 1,833) and then applied qualitative thematic analysis to classified staff responses (n = 243) to an item derived from the Concerns-Based Adoption Model (CBAM). As compared with teachers, classified staff reported lower levels of knowledge or understanding of SWPBIS, less SWPBIS-related training, poorer quality communication, and more philosophical beliefs that were inconsistent with SWPBIS. Qualitative analysis of classified staffs’ SWPBIS-related concerns yielded the following 10 themes listed in order of prevalence: consistency, communication, effectiveness, amount of discipline, specific procedures and behaviors, climate and stress, student and parent involvement, acknowledgment systems, leadership, and resources. Limitations and implications for research are provided herein

Response to Intervention in Secondary Schools

The writers observe that many schools are today turning to response to intervention (RTI) models to meet their students\u27 needs. However, while the benefits of RTI are manifold for schools and students, little literature is available on how to implement RTI at the secondary level. School administrators need to spend substantive quality time in creating a thoughtful and strategic plan for professional development, which includes content specific to RTI and anticipates potential barriers to staff member readiness. An overview of what administrators need to consider while transitioning to an RTI model is provided

The Staff Perceptions of Behavior and Discipline Survey a Tool to Help Achieve Systemic Change Through Schoolwide Positive Behavior Support

The practices of schoolwide positive behavior support (SWPBS) are dependent on staff implementation in classroom and common areas throughout the school. Thus, gaining the support and commitment of school staff is a critical step toward reaching full implementation of SWPBS. However, achieving buildingwide support can be challenging; many schools fail to reach full implementation due to staff resistance. The Staff Perceptions of Behavior and Discipline (SPBD) survey was developed to help teams assess staff beliefs about behavior and discipline and their perceptions of schoolwide expectations, school climate, systemic supports, and resources. With a better understanding of staff perceptions and beliefs, teams can proactively address staff needs and concerns and build on existing capacities. The current study describes the development and explores the psychometric properties of the SPBD in a sample of 1,210 school staff from 36 schools. The results of exploratory factor analysis provide evidence of internal validity, and the results of hierarchical linear modeling analyses examine concurrent validity with key variables such as level of SWPBS implementation, staff knowledge, and training