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Related Experiment Video

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Identifying barriers and facilitators to implementing mindfulness-based programmes into schools: A mixed methods

Dong Nguyen1, Nicholas J Kleeman1, Zali Yager1

  • 1Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia.

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|December 15, 2021
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Summary
This summary is machine-generated.

Implementing mindfulness-based (MB) programs in schools faces barriers like time and resources, but facilitators include teacher self-efficacy and leadership support. These insights can guide wider MB program adoption in Australia.

Keywords:
implementationmindfulness programmeschoolstress managementtheoretical domains framework

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Area of Science:

  • Educational Psychology
  • School Mental Health
  • Mindfulness Interventions

Background:

  • Mindfulness-based (MB) initiatives enhance psychological wellbeing and academic engagement in educational settings.
  • Successful implementation of MB programs in schools requires understanding contextual factors.

Purpose of the Study:

  • To explore barriers and facilitators to implementing MB programs in Australian schools.
  • To identify factors influencing the adoption and sustainability of school-based MB initiatives.

Main Methods:

  • A mixed-methods approach combining online surveys with 95 teachers and interviews with 6 principals.
  • Utilized the Theoretical Domains Framework (TDF) to inform data collection instruments.
  • Quantitative data analyzed using descriptive statistics and independent sample t-tests; qualitative data analyzed via thematic analysis.

Main Results:

  • Teacher-reported facilitators included self-efficacy, motivation, knowledge, and perceived responsibility.
  • Principal-identified facilitators involved school-wide positive education frameworks, leadership support, and evidence understanding.
  • Key barriers were time constraints, resource limitations, staff buy-in challenges, and competing school priorities.

Conclusions:

  • Teacher and principal perspectives highlight crucial individual and organizational factors for MB program success.
  • Addressing barriers related to time, resources, and staff engagement is vital for effective implementation.
  • Findings offer guidance for policymakers aiming to scale up MB programs in Australian schools.