Impact of Mindfulness-based Programs and Interventions in Education: Providing Alternative Programs in a Virtual Environment
Start
10-1-2020 2:00 PM
End
10-1-2020 3:00 PM
Short Description
Today, we face new classroom challenges that include a global pandemic (coronavirus), strained race relations, bullying, and school violence resulting in high levels of emotional stress among teenagers and adolescents. The development of adolescents can be adversely affected by stress and anxiety as our educational environment continues to evolve and face new challenges. Increased stress and trauma in our schools have resulted in the need for alternative programming and effective technology-based interventions.
Abstract
The purpose of this session is to distill information of value to educators and policymakers on Mindfulness-based Interventions (MBI) that may be beneficial in schools and how we can responsibly imbue mindfulness (trauma-based) practices in the classroom as well as a virtual environment. MBI and stress management in schools continue to gain attention (Keating, 2017). The session will highlight the evaluation of the Mindfulness in Schools Project (MiSP). Further research and discussion are needed to understand whether the regular practice of mindfulness in schools (regardless of the modality) could produce sustained improvements in academic and behavioral outcomes. Additional time will be spent to dialogue on MBI’s in an online environment to compare academic and behavioral outcomes to classroom-based instruction.
Format
Round Table
Institutional level targeted
K-12
Impact of Mindfulness-based Programs and Interventions in Education: Providing Alternative Programs in a Virtual Environment
The purpose of this session is to distill information of value to educators and policymakers on Mindfulness-based Interventions (MBI) that may be beneficial in schools and how we can responsibly imbue mindfulness (trauma-based) practices in the classroom as well as a virtual environment. MBI and stress management in schools continue to gain attention (Keating, 2017). The session will highlight the evaluation of the Mindfulness in Schools Project (MiSP). Further research and discussion are needed to understand whether the regular practice of mindfulness in schools (regardless of the modality) could produce sustained improvements in academic and behavioral outcomes. Additional time will be spent to dialogue on MBI’s in an online environment to compare academic and behavioral outcomes to classroom-based instruction.