Teachers' Perspectives about Mindfulness Programmes in Primary Schools to Support Wellbeing and Positive Behaviour

Autor/inn/en	Kenwright, Debbie; McLaughlin, Tara; Hansen, Sally
Titel	Teachers' Perspectives about Mindfulness Programmes in Primary Schools to Support Wellbeing and Positive Behaviour
Quelle	In: International Journal of Inclusive Education, 27 (2023) 6, S.739-754 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLaughlin, Tara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1867382
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Attitudes; Metacognition; Well Being; Positive Behavior Supports; School Activities; Knowledge Level; Beliefs; Skill Development; Student Behavior; Teacher Responsibility; Experience; Novices; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Well-being; Wellness; Wohlbefinden; Wissensbasis; Belief; Glaube; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Lehrverpflichtung; Erfahrung; Neuseeland
Abstract	School-based mindfulness programmes promote student wellbeing and positive behaviour as well as the development of key life skills including self-regulation and stress management. Teacher buy-in has been raised as a critical factor for the successful implementation of mindfulness programmes in schools. This paper reports on a mixed-methods study which gathered data about teachers' knowledge, beliefs and perspectives about mindfulness in New Zealand primary schools. Findings showed that teachers viewed mindfulness classroom programmes favourably and recognised the connection between the skills developed from mindfulness practice and behaviours valued in the classroom. Furthermore, teachers indicated the classroom teacher should be responsible for implementing such a programme and that mindfulness could be incorporated into daily practice at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01