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Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice
ARTICLE

, Inner Explorer, Inc., United States ; , School of Arts and Social Sciences, United Kingdom ; , , School of Psychology, United Kingdom

Learning and Instruction Volume 58, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

We report the results of a randomized trial (N = 337) examining the effectiveness of a daily audio-guided MBI in raising academic achievement in 16 volunteer classrooms across two socio-demographically diverse United States primary schools. The study's findings were that, over the intervention period, improvements in Math scores, Social Studies scores and Grade Point Averages (GPA) were generally higher for students in intervention classrooms. However, confidence intervals were wide and there was pre-existing variability between schools and grades, resulting in few significant differences as a result of the intervention and generally low effect sizes. Through a careful discussion of the study's results, the paper contributes to theory by generating a comprehensive agenda for follow-up research. The study also contributes to practice by reporting on the effectiveness of technology-enabled mindfulness training because participating teachers seemed able to implement the intervention with almost no further training or need for hiring external mindfulness experts.

Citation

Bakosh, L.S., Tobias Mortlock, J.M., Querstret, D. & Morison, L. (2018). Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice. Learning and Instruction, 58(1), 34-41. Elsevier Ltd. Retrieved July 10, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.04.012

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