Final Action Research Group Paper 2020

ACTION RESEARCH ON MINDFULNESS: TWO SCHOOLS
“MINDing Our Minds”

An Evaluation of Student Social Emotional Well Being as Impacted by Mindfulness Practices:
A Study of Two Schools
Meghan Ciacchella, Sarah Hensien, Tracey Jensen, Monica Turner

Lindson Feun, Ph.D.
Oakland University
April 15, 2020
TABLE OF CONTENTS
Acknowledgments……………………………………………………………………... p.3
Chapter 1 Introduction……………………………………………………………….. p.5

Background……………………………………………………………………... p.5
Assumptions and Limitations…………………………………………………... p.6
Definition of Terms…………………………………………………………….. p.7
Evaluation Research Questions……………………………………………….... p.8
Chapter 2 Review of the Literature………………………………………………….. p.9

Introduction…………………………………………………………………….. p.9
Literature Review……………………………………………………………..... p.10
Chapter 3 Method of the Study……………………………………………………..... p.14

Overview…………………………………………………………………… ...... p.14
Selection of Subjects..…………………………………………………………... p.16
Evaluation/Research Design……………………………………………………. p.17
Description of Instruments.....…………………………………………………... p.20
Data Analysis…………………………………………………………………… p.22
Summary………………………………………………………………………... p.23
Chapter 4. Results of the Study……………………………………………………..... p.24

Triangulation of Data…………………………………………………………… p.24
DATA Source One: Green Elementary Student Survey……………….............. p.25
DATA Source Two: Middle School Student Survey…………………………… p.29
DATA Source Three: Green Parent Survey…………………………………...... p.32
DATA Source Four: Green Staff Survey……………………………………...... p.36
DATA Source Five: Administrative Survey…………………………………..... p.40
Discussion of Results…………………………………………………………… p.41
Chapter 5 Conclusions and Recommendations……………………………………... p.48

Conclusions…………………………………………………………………….. p.49
Recommendations…………………………………………………………….... p.53
Implications for Future Evaluations/Research…………………………………. p.56
References…………………………………………………………………………….... p.59
Appendix A Consent Form-Administrator…………………………………………….. p.63
Appendix B Consent Form Students at Green Elementary……………………………. p.64
Appendix C Consent Form Students at Holly Middle School……………………….... p.65
Appendix D Consent Form Faculty at Green Elementary ...………………………...... p.66
Appendix E Surveys…..……………………………………………………………..... p.69
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ACKNOWLEDGEMENTS
A very special thank you to the students, families, faculty, and administrators of both
Green Elementary School in L’Anse Creuse Public Schools and of Holly Middle School in Holly
Public Schools. Your time, patience, and comments were greatly appreciated. This action
research time would also like to thank L’Anse Creuse Public Schools and Holly Area Public
Schools for allowing us the time, resources, and ability to survey our students, faculty, and
family members. Furthermore, the action research team would like to extend their personal
thanks to the faculty and professors Dr. Lindson Feun and Dr. Caryn Wells for their extensive
professional guidance, knowledge, and leadership examples that enabled our team to conduct
research with confidentiality and expertise.
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ABSTRACT
A team of four Oakland University Education Specialist Cohort members studied the
impacts of Mindfulness practices at two different schools in two different counties of Michigan.
The participants involved included a group of twenty-seven second graders at Green Elementary
in the L’Anse Creuse Public School district in Macomb County and a group of thirty-five sixth to
eighth graders at Holly Middle School in Holly Public Schools in Oakland County. The team of
specialists evaluated the various Mindfulness practices utilized at two different schools. The
purpose of this action research paper will be used to determine impacts made to students’ social
and emotional well-being, with particular emphasis on studying the effects of Mindfulness
practices on increasing student attention, focus, and overall sense of calmness. The team shared
their conclusions and recommendations, offering an in-depth analysis of the benefits provided
when educational staff implemented and utilized components of Mindfulness-based practices and
activities with students in the public educational system. The conclusive results of this study
demonstrated that Mindfulness practices utilized throughout the action research served most
influential for students prone to or diagnosed with anxiety disorders, social-emotional issues, and
other behavioral impairments.
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CHAPTER 1: INTRODUCTION
BACKGROUND:
America’s status of its public educational system continues to be in a state of recurrent
instability: from fluctuating public legislation, highly contested political regulations, to greater
emphasis and amplified pressure placed on achievement and success for all individuals involved
in a specific classroom. Educators within America’s system, specifically in Michigan, currently
face increased academic demands, decreased funding, significantly more rigorous and challenging
curriculum standards in place, increased higher academic and performance expectations, along
with multifaceted and somewhat problematic online standardized assessment requirements.
Students face those challenges previously stated along with the daunting task of
coordinating their demanding academic life with navigation of their transient social lives,
including substantially increased peer, family, and individual emotional pressures. These social
and emotional stressors result in increased feelings of anxiety, depression, inattentiveness, and
substantial increase in physical altercations during instructional class time. These social pressures
along with demanding academic challenges pose an even greater threat to stunting America’s
current generation of students’ social and emotional development, particularly in Michigan.
Research has shown that Mindfulness practices to be advantageous for all involved while
systematically providing educators a way to connect with their students emotionally and help
promote healthy social development for individuals involved in these programs (Marzano, 2017).
Mindfulness, as defined by Marzano (2017), “means being consciously aware of one’s own
thinking and using that consciousness not only to focus on the task at hand but also to be aware of
one’s experience” (p. 7). Mindfulness programs are sweeping the public educational sector as a
means to combat psychological pressures, ease academic anxiety and stress, increase focus and
awareness, while promoting healthy minds and increased mental clarity for America’s youth. The
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Mindfulness practices currently used within many school districts today, provide students with a
repertoire of strategies to contest daily social and emotional issues in a free, healthy, and calming
demeanor.
The purpose of this action research study was to effectively evaluate current Mindfulness
practices already in place at two diversely different schools: Green Elementary in L’Anse Creuse
Public Schools in Macomb County along with Holly Middle School in Holly Schools in Oakland
County. Our team of educational specialists examined and evaluated the two programs in place
for the duration of eighteen months. During this process, the research team specifically targeted
the evaluation of Mindfulness programs already established and enacted, along with evaluating the
direct impact of Mindfulness practices on students’ social and emotional development. In addition,
the action research placed emphasis on examining and tracking the effects of Mindfulness
activities and measures already in place had on: peer-to-peer interactions in the classroom and
schools themselves, the number of office referrals made during the study, to monitoring those
students’ who were formally diagnosed with anxiety disorders, attention deficit disorders, and any
other students on the Special Education or social work caseload.
The intent of this action research team sought to demonstrate the effectiveness of these
Mindfulness programs already established through the administration of a variety of qualitative
and quantitative data results. These data included: Google Doc surveys to staff members and
community stakeholders, student paper and pencil surveys, multiple staff member interviews,
informal observations, teacher reflections and feedback, as well as administrative interviews.
ASSUMPTIONS and LIMITATIONS:
Students selected in this evaluation responded as accurately as possible. The participants
within these surveys were strictly voluntary and consent forms were both solicited and received
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from Green Elementary and Holly Middle School in the two separate school districts in Michigan.
It should be noted that this action research team struggled to obtain full participation, only further
limiting the survey results from the student population sample size. The two schools selected were
considered samples of convenience and therefore, the results of this study should not be
generalized to other schools but should only be limited to Green Elementary and Holly Middle
School.
Furthermore, second graders taking the survey were given instructions directly from their
teacher. This teacher utilized special visual cues that the class had been using throughout the entire
2018-2019 academic school year. It was assumed by the action research group that all students
understood the directions given during their questionnaires. In addition, the surveyed second-
grade students in this study ranged from the ages of seven to nine years old. Therefore, some
answer responses may be limited due to lack of vocabulary and age-appropriate development, in
comparison to the middle school students surveyed. The questionnaire was formatted and
developed by a second-grade teacher who utilized the subjects’ limitations and/or additional
specifications needed per specific 504 plans and IEPs already in place for students involved in this
study. Lastly, a loss of student subjects due to move-outs and population changes, may also have
served to limit the evaluation results of this action research study on Mindfulness in the classroom.
DEFINITION of TERMS:
Mindfulness: According to Jon Kabat-Zinn, mindfulness means, “Paying attention in a particular
way: on purpose, in the present moment, and nonjudgmentally.”
IEPs: Individualized Educational Plans.
SEL/SED: Social and emotional learning/development of a child’s development.
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EVALUATION/RESEARCH QUESTIONS
1. How does the use of Mindfulness-based practices in an elementary and middle school
classroom impact student social development and overall well-being?
classroom impact student emotional development and overall well-being?
classroom impact student disruptive behavior (office referrals) and/or other generalized
behavioral issues?
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CHAPTER 2: REVIEW OF THE LITERATURE
INTRODUCTION:
A child’s social and emotional well-being can be directly impacted by a variety of issues
and factors within a public-school setting. Those influential factors (both positive and negative)
along with the complex intricacies that comprise a child’s development (behavioral issues and
social/emotional well-being), are all critical issues necessary for educators to research and
comprehend fully. Prior to designing a rigorous educational plan that promises successful
academic outcomes, educators must first critically examine (before implementing), a variety of
behaviorally supportive and brain-based researched techniques that are both age and
developmentally appropriate for student social and emotional development (SED).
Recent developments in the field of education, have indicated an increased proclivity for
social misconduct and attention disorders displayed during the instructional school day. Local
administrations have witnessed and reported a significant rise in student referrals at the elementary
and middle school levels: inattentiveness, crippling anxiety disruptions, impulsive behaviors,
narcissistic tendencies, and disrespectful language or conduct being amongst the most common
behavioral issues reported in general (Guerino, 2006; Scholastic and Gates Foundation, 2012;
Hornich-Lisciandro, 2015; CDC, 2019). Furthermore, the decreased funding in state budgets,
reduction in both support and instructional staff at large, increased social pressures, coupled with
the fast-paced technologically savvy environment students reside in, all have complicated and thus
amplified those significant threats to today’s students’ social and emotional growth mindset.
In an attempt to further understand and research the benefits of using alternative methods,
our action research team initiated an eighteen-month research study examining the impacts of
utilizing Mindfulness practices, activities, and strategies on student referrals, disruptive classroom
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behaviors, students diagnosed with Attention Deficit and Hyperactivity Disorders (ADD/ADHD),
anxiety disorders, academic needs, performance assessments, and general social/emotional well-
being at both the elementary and middle school buildings.
LITERATURE REVIEW
Educators in the state of Michigan and across the United States, have reported a dramatic
increase in the number of students enrolled in public schools with increased anxiety and other
mental disorders, ultimately and detrimentally affecting students’ social and emotional
development (SED). In addition, student disruptions and punitive solutions have recently caused
many districts in Michigan to face staunch criticism over the “disproportionate” and staggering
number of disciplinary referrals for students “with disabilities” and of various ethnicities
(Chambers, 2017).
Educational institutions have demonstrated an insurgence in student referrals amongst
children and adolescents with disabilities and those with formally diagnosed discipline disorders
(Guerino, 2006). In 2016, the state of Michigan enacted proposed legislation requiring school
districts to use “restorative practices in punishments” in order to “reduce the number of school
suspensions and expulsions” for the purpose of “repair(ing) harm to the victim rather than simply
punish(ing) the offender,” (Chambers, 2017). According to the Michigan’s Legislative “Revised
School Code Act 451 1976” section 380.1310c, “Restorative Practices” referred to any activity
that “emphasizes repairing the harm to the victim and the school community” (p.1). These
restorative practices could include: “victim-offender conferences” in which the intent would be
repair or restore harm and utilize this method to “address disciplinary issues” (Michigan
Legislature, 2016). Its practices replace fear, uncertainty, and punishment as motivators with
belonging, connectedness and the willingness to change because people matter to each other. This
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“paradigm shift in education” spurred educational leaders upon a quest for discovering further
alternative methodical approaches and “aggressively testing the effectiveness” of those alternative
programs deemed more conducive for the SED of the child: Mindfulness programs were thus
initiated in school districts and in classrooms to facilitate better management of student behaviors
(Michigan Virtual, 2018; Campbell, 2013; Healy, 2019).
Mindfulness, originally founded as a “Buddhist practice” whose purpose was to “attend to
relevant aspects of experience in a nonjudgmental manner” while serving to “alleviate suffering
and cultivate compassion,” has experienced a recent resurgence in the medical field and in the
educational realm in recent decades (Ludwig, D., & Kabat-Zinn, J., 2008). The practice of
mindfulness, as it exists today, caught the attention of neuroscientists and psychologists who were
“investigating consciousness and affect regulation through mental training,” (Ludwig, D., &
Kabat-Zinn, J., 2008). Ludwig and Kabat-Zinn shared their research that declared that mindfulness
“mechanisms” successfully served both doctors and medical patients by positively affecting a
patient’s ability to “recover from disability and disease” (p. 1350, 2008).
Furthermore, Ludwig and Kabat-Zinn’s (2008) research summarized numerous medical
studies on the use of mindfulness that demonstrated significant reduction in anxiety, stress, and
depression, while also serving to “increase motivation for lifestyle changes” in medical patients
conducted in the studies (p. 1350). Ludwig and Kabat-Zinn’s reported the use of Mindfulness
practices and training also positively affected “brain function:” those patients whose “individual
disposition toward mindfulness was associated with widespread prefrontal cortical activation and
reduced bilateral amygdala activity” (p. 1351, 2008).
This concept has been applied in the classrooms with relevant researchers, such as Dr.
Caryn Wells (2015), whose comprehensive research has helped guide educators to better
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understand how mindfulness practices can “generate stillness, moment-to-moment awareness, and
calm-centered breathing,” which “work together to decrease anxiety, blood pressure, and
depression while increasing immunity, compassion, empathy, and non-reactivity;” all essential
components for cultivating SED for students and teachers in a classroom (p. 1). As Maureen Healy
(2019) discussed in her article, “Mindful Classrooms,” “bringing Mindfulness into the classroom
has the power to help children regulate their emotions better and find the calmness that is needed
to make smarter choices” (p.1). Educators who use mindfulness practices can attest to these
“smarter choices” as being beneficial for children in a variety of ways: they feel more comforted,
more in control over their emotions, feel less anxious and more prepared during assessments
(leading to higher scores on formative and summative assessments), and ultimately have helped to
decrease the rate of behavior misconduct while consequently lessening the number of referrals sent
to the office (Haupt, A., 2016 Healy, M., 2019; Hornich-Lisciandro, T., 2015).
Teachers and administrators have long since expressed their overwhelming feelings of
frustration when dealing with heightened instances and severity of student offenses occurring both
within the classroom and inside a public-school setting. As authors like Tara Hornich-Lisciandro
(2015) demonstrated, “nearly one in three U.S. students report(ed) being bullied during the school
year…even with a 25% rise in anti-bullying and bystander programs” in place in districts
nationwide, “bullying is, sadly, not slowing down” (p. 1). Therefore, school districts and
individual schools who have “turn(ed) to Mindfulness programs (have) demonstrated wonderful
results for students’ social and emotional development” (Haupt, A., 2016; Houlihan, J.,2015).
As Oaklander (2017) reported in her Time article, Om for Kids, “Mindfulness and
meditation practices are emerging as powerful ways to calm down kids, sharpen their brain, and
make them kinder to their classmates” (p. 28). Houlihan (2015) discussed her important findings
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demonstrating that “Mindfulness practices help the bully, the victim, and any witnesses involved
develop a deeper awareness of themselves, resilience, compassion, and a greater ability to regulate
their emotional responses.” Additionally, Maureen Healy (2019) wrote in her article “Mindful
Classrooms” in PscyologyToday.com, that the use of mindfulness in the classroom “has the power
to help children regulate their emotions better and find the calmness that is needed to make smarter
choices” (p. 1). These “smarter choices” then lent themselves to increased attention in the
classroom and at home and in their communities as well, demonstrating those schools with a
“Mindfulness-based approach (MBI)” instituted reported “improved cognition and executive
functioning, academic performance, and lower levels of problem behaviors, emotional distress and
perceived stress” (Burke, C.A., 2010; Cheek, J., Abrahms, E., Lipschitz, D., Vago, D., Nakamura,
Y., 2017; Haupt, A. 2016).
Research continues to develop and uncover numerous benefits for implementation of
mindfulness practices and programs within an educational system. As schools continue to find
alternative methods and solutions to combat the growing trend of SED impairments and behavioral
disorders displayed with students in elementary and middle-school aged children, the positive
evidence from credible research institutions and doctoral researchers continues to grow in favor of
schools investing more money, time, and resources to the implementation of mindfulness-based
programs in schools.
The benefits of mindfulness strategies continue to mount demonstrating that mindfulness
programs such as Mindup™, Mindful Schools, and Move Into Learning (MIL), have served to
“significantly less(en) hyperactive behavior, ADHD symptoms, and inattentiveness,” demonstrate
an improvement in “pro-social behaviours,” while also demonstrating positive effects with
students in high-risk or “low-income populations” when using Mindful interventions such as
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“mindfulness meditation” (Black, 2013; Campbell, 2013; Klatt, 2013; Williams, 2017;
MindUp.org, 2019; Wisner, 2013). The success rates of having a Mindful program in place saw
students increased their overall positive self-image by an astounding 83% as reported by
MindUP™ foundation (2019). Additionally, students that utilized mindfulness practices or
strategies (including the use of a mindful minute breathing practice, calming music, or just pausing
to reflect on the moment around them), demonstrated a tendency to bring those calming
mindfulness interventions back to their home environments, further expanding mindful notions
into communities (Haupt, 2016).
With the recent research and current medical studies proving the numerous benefits of
using mindfulness techniques, several local districts in Michigan have made a conscious effort to
invest critical school funding in order to employ full-time Mindfulness coaches and/or formally
trained staff members. Mindfulness coaches and leaders have reported dramatic results, citing
students are learning to cope and better manage their inattentiveness, anxious feelings, and
inability to focus using these alternative methods of student misbehavior. Schools with a mindful
program in place, including those with a mindful coach or specifically trained mindful facilitators
and staff, advocate for these programs praising them for being “alternative to the usual
punishments...arming kids with lifelong tools to cope with challenging situations, resolve conflicts,
and feel compassion and empathy for both themselves and others,” (Haupt, 2016). Embedding
mindfulness into schools is certainly proving to be both beneficial and a sustainable solution for
maximizing optimal cognitive, social, and emotional development for all participants involved.
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CHAPTER 3: METHOD OF STUDY
OVERVIEW
Mindfulness, as defined by Jon Kabat-Zinn (2017), is the “awareness that arises through
paying attention, on purpose, in the present moment, (and) non-judgmentally.” In the educational
setting, Mindfulness is utilized for calming students with anxiety issues, redirecting students, and
reducing the frequency of behavioral and/or emotional outbursts. This program was designed
specifically to help people center and focus on the present moment. The purpose of this evaluation
was to study student social and emotional well-being as impacted by using Mindfulness Practices
in two different classroom settings: a second grade elementary in Chesterfield Township and four
sections of grades sixth through eighth located in Holly, Michigan.
The evaluation methods comprised of a mixture of both qualitative and quantitative data
measurements. An administrative consent form was first solicited and received from the building
principal of Green Elementary prior to the initiation of the study (see Appendix A). Afterwards,
the permission slips and consent forms were signed for those students participating in the study at
both Green Elementary and Holly Middle School and were collected in April 2019 (see appendices
B and C). Staff members at Green Elementary who were both trained in Mindfulness-based
practices in 2017-2018 school year were also provided consent forms to participate in the study
(see Appendix D).
The observations for the second and seventh/eighth grade students began in September
2018 and continued through June, 2019. During this time, a total of six surveys were conducted:
five Google Forms™ surveys and one paper/pencil survey with informal observations utilized by
the action research team as well (see Appendix E). Green Elementary students, parents of students
involved in the study, Mindfulness trained staff members, the Music teacher who interacted and
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instructed all students at Green Elementary in the art of Mindfulness, as well as the building
administrator all participated in the Likert scale and open ended surveyed responses. The students
at Holly Middle School were surveyed and administered a Google Forms™ online survey utilizing
Likert scale questions as well.
Students in both studies were provided questionnaires modified for the specific age and
grade level appropriateness. The surveys used included a child-friendly paper/pencil survey given
to a group of second graders at Green Elementary in Chesterfield, Michigan, a Google Survey use
for select staff members ranging from Kindergarten through Fifth grade and a special area teacher,
a Google Survey used for those team members incorporating Mindfulness into their classrooms on
a daily basis. In addition to the surveys conducted at Green Elementary, additional Google surveys
were created and administered to a group of seventh and eighth graders at Holly Middle School in
Holly, Michigan. All copies of surveys can be found in our Appendix E.
SELECTION OF SUBJECTS
For this study, our evaluation team used a sample of convenience. The subjects were
selected based on two of the evaluators’ home schools in two different counties: Macomb and
Oakland, using L’Anse Creuse Public Schools and Holly Public Schools for the selection of
subjects. The evaluation team sent out and received consent forms from both students and staff
involved in the action research study.
The subjects studied at the elementary school from Green Elementary in Chesterfield
Township, Michigan included a total of twenty-seven second graders. Within this sampled group
at Green Elementary, students were comprised of 74% Caucasian, 12% African American, 6%
Hispanic, 4% identified as Other, fifteen identified as males, and twelve were identified as female,
with only generalized educational plans in place. It should be noted that all second-grade subjects
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within this survey had also been implementing Mindfulness practices since the beginning of 2017-
2018 school year. Of the twenty-seven students selected, twenty-four of those subjects sampled
had been at Green Elementary since the implementation and initiation of Mindfulness Practices at
Green Elementary, with three of the subjects being exposed to Mindfulness practice for the first
time during the 2018-2019 school year.
The subjects studied and selected at Holly Middle School in Holly, Michigan, included a
total of sixteen middle school students who were identified as special education students receiving
additional support 20% of their school day. Of the total sixteen middle school students, there were
nine sixth graders, three seventh graders, and four eighth graders. Eleven of the middle school
students were male, three were identified as female, and two identified as other. Furthermore, of
the sixteen middle school subjects, 94% identified as Caucasian, 6% identified as African
American, eight students were classified as Emotionally Impaired (EI), and eight students were
classified Otherwise Health Impaired (OHI). The students in the middle school setting began
implementation of Mindfulness Practices during the onset of the 2018-2019 academic school year.
All students involved in the sample of convenience were included in the study; there were no
move-in students added to the study during the program evaluation.
EVALUATION/RESEARCH DESIGN:
The evaluation was conducted during the 2018-2019 academic school year and subjects
were followed for a series of one year. Students were monitored, observed, and evaluated by the
action research members throughout the school year. This study began in the spring of April 2019
and concluded in the spring of May 2020. Students at both the elementary and middle schools
were given a variety of surveys administered to them in the spring of 2019. The evaluators
solicited consent forms from each student participating in the study prior to administering both
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online and paper pencil surveys. In addition, family members gave permission by agreeing to
participate in Google surveys.
In the month of April, 2019, select staff members at Green Elementary in Chesterfield,
Michigan were solicited and surveyed to gain their subjective opinions regarding Green
Elementary’s school-wide Mindfulness initiative per their School Improvement plan to incorporate
Mindful Minute exercises on the classroom announcements broadcast for the first five minutes
when school began in the mornings. The staff members selected to participate in the survey
included: two third grade teachers, one fifth grade teacher, two second grade teachers, a
Kindergarten teacher (who had incorporated Mindfulness practices into her room for two years
prior to the school initiative and the start of this project), and Green Elementary’s Music teacher
who pioneered the Mindful Minute routines over the announcements for two years and who was
instrumental for this program evaluation as she taught all students at Green Elementary grades K-
5. This survey was created by the Action Research team members using Google Surveys and was
emailed to the selected staff to complete within a week time frame. Please see a copy of the staff
survey in Appendix C.
The second-grade students at Green Elementary in Chesterfield, Michigan were first
followed for the duration of September 2018 through June 2019. During this time, students were
subjected to Mindfulness music ranging from three to five days per week upon entering the
classroom beginning in January and lasting through June. The music played was intended to help
calm students when entering the classroom from lunchtime, when they entered the classroom in
the morning, and many times prior to the start of an intensive lesson and/or formative assessment.
In addition, second grade students at Green Elementary were exposed to a series of Mindful Minute
activities that included: deep breaths, calming scenarios that alerted them to Mindful practices, and
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listening to Mindful music on YouTube™ before beginning tests, classwork, or upon entering the
classroom after lunch.
Second grade students at Green Elementary were then surveyed in April, 2019, using a
paper pencil survey created by the Action Research team member that included child-friendly
emojis for ranking their feelings on whether or not the mindful music and other Mindful Minute
practices utilized over the course of their school year were deemed helpful to the second graders.
In particular, the Action Research team was looking for and evaluating the surveys on whether or
not it demonstrated increased focus, calmness, awareness, and/or attention. Please see Appendix
D below for a sample of the second-grade survey administered.
Holly Middle School students were surveyed in April 2019, through Google Forms™
created by the Action Research team. Questions were designed to address the effects Mindfulness
sessions had on students during their daily practices. Students grades sixth through eighth were
led through daily 5-10-minute practices before each class session, practices ranged from mindful
minute, mindful eating, mindful breathing, and mindful listening. Participants were encouraged
to participate daily but were not forced to do so. Please see appendix E below for a sample of the
online survey administered to the middle school students. Methods of evaluating the Action
Research study included but were not limited to:
● anecdotal records by the second and seventh grade teachers.
● Observations of specific students after the use of Mindfulness practices had been
implemented.
● Formal observations from other educators.
● Solicited parent perception surveys administered in both districts.
● Solicited staff perception surveys administered in both districts.
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● Solicited student perception surveys administered in both districts.
● Google surveys.
● Paper surveys.
● Student interviews.
● Administrator interviews at both schools.
● Staff interviews at both schools.
Please see samples of surveys conducted in Appendix D.
DESCRIPTION OF INSTRUMENTS
The action research team utilized a method of five surveys in total that included both
quantitative and qualitative measurement analysis using both Likert scale and open-ended
responses. This action research report incorporated a total of five surveys: four administered at
Green Elementary in L’Anse Creuse Public Schools and one survey administered at Holly Middle
School within the Holly Public Schools. All five surveys were used to analyze the data received
on the evaluation of Mindfulness-based practices utilized within two different schools in Michigan.
For Green Elementary, a total of four surveys were administered utilizing both the Likert
Scale questions and open-ended responses. These surveys were sent to Green Elementary Students
in one second-grade classroom, a Green Elementary Parent survey, a Green Elementary
Administrator Survey, and one Green Elementary Staff Members using Mindfulness survey. The
surveys used included Google Forms™ online surveys and a paper/pencil survey for the second
graders. The purpose of the surveys was to gather information on the effectiveness of Mindfulness
practices on social and emotional well being for students of Green Elementary (see Appendix E).
SURVEY ONE: “GE Student Mindfulness Survey”
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The first survey administered was given in the form of a paper/pencil survey, consisting of
20-Likert scale questions using a series of emojis that ranged from, “Absolutely Agree (Everyday),
Agree (Most Days), Somewhat Agree (Sometimes), and Disagree (Never).” This survey included
seventeen Likert scale questions, two demographic questions, and one open-ended response. Of
the students participating in the survey, 18 students responded.
SURVEY TWO: “GE Parent Mindfulness Survey”
The second survey administered at Green Elementary was sent to parents of those students
who had consent forms signed to participate in the action research project. This survey was also
sent home through email invitation and received six responses back. This survey included a total
of 25-questions. Of those twenty-five questions, twenty were Likert scale questions that ranged
from: “strongly agree, agree, not sure, disagree, or strongly disagree” in the topics that included
“Mindfulness Practices in Use Building Wide, Mindfulness Practices in the Class, Observed
Student Behaviors, and Mindfulness Practices Used at Home.” The remaining five questions
included three open-ended responses and two demographic questions.
SURVEY THREE: “GE Staff Mindfulness Survey”
The third survey administered at Green Elementary was sent to staff members who were
utilizing Mindfulness in their classrooms on a regular and consistent basis. This “GE Mindfulness
Survey” included 28-questions and was administered online using Google Forms™ and sent
through email invitation. This survey encompassed twenty Likert scale questions that ranged from
“strongly agree, agree, not sure, disagree, or strongly disagree.” The Likert scale questions ranged
from the following categories: “Practice and Expectation, Implementation, Class Culture, and
Observed Student Behaviors.” The second portion of this survey included four open-ended
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response questions, three demographic surveyed questions, and one multiple-choice question. Of
the twelve full-time staff members solicited, eight staff members responded.
SURVEY FOUR: “GE Administrator Mindfulness Survey”
The fourth survey administered at Green Elementary was sent specifically to building
administrator. This survey included a total of 17-questions in the topics of “Practice and
Expectations” as well as “Benefits of Mindfulness.” Of the 17-questions, eleven were open ended
responses, three focused on demographics, and three were multiple-choice. This survey did not
include any Likert scale questions. This survey was also administered online through an emailed
invitation.
SURVEY FIVE: “Holly Middle School Student Survey”
The fifth and final survey used in this action research study was administered to sixteen
middle school students. Included in this survey were six Likert scale questions that ranged in scale
from: “Absolutely agree, Agree, Somewhat Agree,” to “Disagree.” In addition to the Likert scale
questions, two were focused on Demographics, one was deemed a multiple-choice question, and
one was an open-ended response. Of the sixteen students surveyed, this was completed online.
DATA ANALYSIS
The action research team used a variety of methods to triangulate their data results. Team
members used both results from Google surveys along with results of the interviews to find
common misconceptions, similar perception results, and additional information. Using the results
of the interviews, anecdotal records, perception survey, and teacher observations, the team was
able to examine the results of students’ behaviors in regard to the number of discipline issues,
office referrals, and outbursts in the classroom. The action research team then used the data to help
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better identify specific Mindful practices that better served the populations for emotional
development as well.
SUMMARY
After reviewing the results of the data collected, triangulation of our data results, paired
with the research of Mindfulness, this action team found significant decreases in emotional
outbursts in the second-grade classrooms when a Mindfulness practice had previously been
administered. Students were surveyed and/or observed before and after each Mindfulness practice
for a period of a month in second grade. The data results demonstrated a significant drop in feelings
of anxiety upon completion of the Mindfulness activities as well as an increased presence of focus
within the subjects being studied. The data along with the observations demonstrated an
overwhelming decrease in office referrals since administration of the program had been
implemented at Green Elementary. Using the building administrator’s data collected, the action
research team was able to determine the office referrals had decreased by 32% in one year’s time
of observation.
The conclusive results from the middle school showed similar results. The action research
team determined an increase in both focus and awareness upon completion of a one-two minute
Mindfulness activity within the class. It should be noted that all age groups at the middle school
level displayed these results.
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Chapter 4: Results of Study
TRIANGULATION OF DATA
Prior to the 2018-2019 school year, Mindfulness practices were implemented school-wide
at Green Elementary School in the L’Anse Creuse School District during the previous school year,
2017-2018. However, implementation was inconsistent in practice throughout the building and
varied in use depending on classroom and/or teacher. Holly Middle School, in the Holly School
District was not implementing Mindfulness based practice building-wide and the 2018-2019
school year was its students’ first exposure to Mindfulness based practices in action.
The action research team based their research on the demonstrated need of students’ social
and emotional development. Using the current research on Mindfulness practices incorporated
into the educational setting, our action research team designed, implemented, collected, and
analyzed data from a variety of sources to find answers to our research questions. Overall, six
sources of data included Google Form™ surveys administered to Green Elementary Staff, Green
Elementary’s Music Teacher, Green Elementary’s Parents, Green Elementary’s Administrator,
and one Holly Middle School Student survey. One paper-pencil survey was administered and
interpreted for Green Elementary’s second graders participating in the survey.
A primary source of data for our study included a 20-question paper/pencil survey
administered to elementary students at Green Elementary. Of the 20 questions, 9 were related to
building wide Mindfulness practices, 8 were related classroom mindful practices and one question
for open ended comments. A secondary primary source of data was a 10 question online google
form survey about classroom Mindfulness administered to middle school students at Holly Middle
School. Additional data sources included an online staff survey administered at Green Elementary
to gather information on mindful practices building wide and expectations within the building
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regarding classroom practices. Another elementary source of data conducted at Green Elementary
included a 25 question online google form parent survey. Of the 18 surveys sent to parents at
Green, our action research team received six formal responses that provided information on parent
perception of Mindfulness impact on their child’s social and emotional skills. A final data source
was an interview with an administrator at Green Elementary that shared data about student
discipline and behaviors after the implementation of Mindfulness throughout the building.
DATA SOURCE ONE: GREEN ELEMENTARY STUDENT SURVEY
As previously stated, the action research team first administered the Green Elementary
paper/pencil student survey in order to gather data during the course of this study. This survey
was instrumental in the analysis of understanding the impacts of Mindfulness strategies used both
school-wide and within classrooms at Green Elementary (see appendix E).
The student survey was read aloud to students by their classroom teacher. As the teacher
read the question, the second graders had the option to select an emoji that corresponded to their
feeling regarding the specific Mindfulness practice/activity in question: a score of 4 was
“Absolutely Agree (Everyday),” a 3 represented “Agree (Most Days),” a 2 demonstrated
“Somewhat Agree (Sometimes),” with a 1 demonstrating “Disagree (Never).” The data analysis
surveyed a total of 18 students: gathering 7 male and 11 female responses. Although Mindfulness
strategies were established building-wide at Green Elementary, students in just one second-grade
classroom were surveyed for the purpose of this study.
When examining Mindfulness measures used building-wide in contrast to Mindfulness
practices utilized in a classroom setting, the data from the Green Elementary student survey varied
greatly. Furthermore, when contrasting the male data to that of the female data collected, results
continued to fluctuate.
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Based upon these data results, second-grade students reported Mindfulness music played
upon entry to Green Elementary in the mornings was deemed beneficial for decreasing feelings of
stress, improving focus, and general feelings of contentment/happiness while attending elementary
school. According to Figure 4.1, over half of the students surveyed (roughly 61%) indicated that
the Mindful music helped them to feel less stressed about their school day in general. Furthermore,
almost 56% of students questioned responded that the Mindful music helped to increase their focus
daily, while only 44% of second grade students indicated increased feelings of happiness.
An interesting statistic was discovered through the analysis of this student survey: when
students were questioned if the Mindful music played over the PA system upon entering school
helped them to feel calmer, 50% of students agreed while the other 50% disagreed strongly with a
score of “1.” Additionally, it is important to note that the data suggested female students preferred
the Mindful music being played in the mornings over their male counterparts, demonstrating
females to find the school-wide Mindful music to provoke feelings of calmness.

Figure 4.1 Mindful music entering the school
4 3 2 1 Average Male Female
Does the mindful music help you to focus better? 27.8% 27.8% 11.1% 33.3% 2.5 2.0 2.8
Does the mindful music help you to feel happier? 22.2% 22.2% 33.3% 22.2% 2.4 1.9 2.8
Does the mindful music help you to feel calmer? 44.4% 5.6% 0% 50.0% 2.4 1.4 3.1
Does the mindful music help you to feel less stressed about the day? 33.3% 27.8% 22.2% 16.7% 2.8 2.7 2.8
Second graders were also surveyed on the use of Mindful chimes played during the school-
wide building announcements, broadcast live daily in all classrooms at 8:55 in the morning.
According to the data in Figure 4.2, when students were questioned if Mindful chimes played
during the building broadcast helped to increase student focus and attention, 84% of students
indicated that it helped to improve their focus daily and/or on most days. It should also be noted
that this statistic was the only surveyed response where male students scored higher than female
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students throughout this survey. In addition to increasing student focus, Mindful chimes played
during the live school broadcast reported 84% of second grade students surveyed felt both calmer
and less anxious.
Mindful moments were a second part of the building broadcast studied through this student
survey. While data demonstrated this Mindfulness strategy to not be as impactful as the use of
chimes, building wide Mindful moments scored higher marks than the Mindful music being played
upon entry of the school: approximately 67% indicated the building broadcast Mindful moments
improved their focus and roughly 72% of students reported feeling calmer. Once more, the female
students surveyed reported a higher percentage of feeling more focused and calmer as opposed to
the male students surveyed.

Figure 4.2 Building broadcast Mindfulness
When the mindful chimes are played, does this help you to focus? 66.7% 16.7% 11.1% 5.6% 3.4 3.7 3.3
When the mindful chimes are played, does it help you to feel calmer? 50.0% 27.8% 16.7% 5.6% 3.2 3.0 3.4
When the mindful chimes are played, does it help you to feel less 55.6% 27.8% 11.1% 5.6% 3.2 3.1 3.5
anxious?
When the mindful moments are read, do they help you to feel more 27.8% 38.9% 16.7% 16.7% 2.8 2.7 2.8
focused?
When the mindful moments are read, do they help you to feel calmer? 61.1% 11.1% 22.2% 5.6% 3.3 3.0 3.5
The data regarding “Classroom Mindfulness Practices,” (found in Figure 4.3) demonstrated
the propensity of second grade students to prefer practicing Mindfulness activities within the
comfort of a smaller group setting: their classrooms. Mindfulness activities that were incorporated
within their classroom scored higher on the student surveys than Mindful activities used during
the building broadcasts. It should be noted that over half of the students surveyed (about 61%),
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declared Mindful chimes were indeed used in the classroom on a regular basis with only 28% of
students surveyed requested the use of Mindful practices (such as Mindful minutes) to be used.
Based on Figure 4.3, 89% of second grade students surveyed indicated that the use of
Mindful chimes in their classroom helped them to focus on a daily or almost daily basis. Moreover,
83% of students surveyed believed the use of Mindful chimes in the classroom helped them to feel
calmer, with roughly 67% of second graders reported less anxious feelings on a daily or almost
daily basis.
Of all the Mindful practices surveyed by the second-grade students, Mindful music that
was played and/or incorporated into their daily routine proved most beneficial for the students
overall. According to Figure 4.3, Mindful music made students feel calmer (89%), increase focus
(78%), and feel less anxious (61%) on a daily/almost daily basis. Analysis of the open-ended
responses gathered from the second-grade students’ responses, demonstrated an overwhelming
majority of students enjoyed and/or found the use of Mindfulness practices in the classroom to be
beneficial for their general well-being, with only a small minority of students reporting the adverse
effects of Mindfulness practices. Although the data collected from second graders surveyed
fluctuated between male and female students, females found Mindfulness practices to be the most
beneficial.
Figure 4.3 Classroom Mindfulness
When the mindful chimes are played, does 55.6% 33.3% 11.1% 0% 3.4 3.7 3.3
this help you to focus?
When the mindful chimes are played, does it 61.1% 22.2% 16.7% 0% 3.4 3.4 3.5
help you to feel calmer?
When the mindful chimes are played, does it 61.1% 5.6% 22.2% 11.1% 3.2 3.6 2.9
help you to feel less anxious?
How often are the chimes used in your 22.22% 38.89% 33.33% 0% 2.88 2.86 2.90
classroom?
How often do you ask for a mindful minute? 5.56% 22.22% 33.33% 38.89% 1.94 1.43 2.27
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When the mindful music is played, does this 72.22% 16.67% 5.56% 5.56% 3.56 3.43 3.64
make you more calm?
When the mindful music is played during 50.00% 27.78% 5.56% 16.67% 3.11 2.86 3.27
work time, does it help you focus?
When the mindful music is played during 50.00% 11.11% 22.22% 5.56% 3.19 3.17 3.20
work time, does it help you feel less anxious?
Additional comments: calm down, close my eyes, I don’t need it every day, I love it a lot, the chime in the classroom makes me feel pretty
calm, the music, I don’t need it any day, I like the chime because it helps me relax, the most helpful thing is my breathing, I think
mindfulness helps me a lot, it calms me down and I like it, it is fun, the music, breathing, closing my eyes, I don’t need mindful minutes
every day, music
DATA SOURCE TWO: GREEN PARENT SURVEY
An additional source of data collected from Green Elementary was through the
administration of a Google Form™ survey collected online from the second-grade subjects’
parents and/or legal guardians. Of the 18 students that were surveyed at Green Elementary, only
six of the parents responded to the survey request. Results represented in Figure 4.4 represent the
data results clearly. The care givers’ responses were based on a 5-point Likert scale, slightly
different from the student scales utilized: 5 was “strongly agree,” 4 represented “agree,” 3
demonstrated “not sure,” 2 referred to “disagree,” with a score of 1 meaning “strongly disagree.”
The 25-question survey sought to uncover parents’ and care givers’ overall perceptions of
how their child’s social interactions and emotional well-being had changed with the use of
Mindfulness practices at Green Elementary. When asked about the effects of the building wide
chimes utilized at Green Elementary, 50% of parent responses reported positive results. This
group stated the use of Mindful chimes successfully helped their child to cope with social and
emotional issues. The remaining 50% of parents/care givers reported uncertainty and/or did not
believe that the chimes were helpful for their child.
Mindful music played in the classroom appeared to score higher on the survey: a reported
83% of parents/care givers believed music positively impacted their child’s emotional wellbeing.
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However, only 33% or families surveyed reported the use of Mindful music to be helpful with
their child’s social interactions.
Mindful moments, on the other hand, scored equally amongst families surveyed with 50%
of parents reporting Mindful moments improved their child’s social and emotional well-being.
Overall, data collected through the Green Elementary parent/care giver survey proved 83% of
parents felt the use of Mindfulness practices at Green Elementary positively affected their child’s
emotional well-being with only 50% reporting improvement in their child’s social interactions.
Figure 4.4 Mindfulness Practice in Use Building-Wide
5/4 3 2/1 Average
The use of mindful chimes help my child to better cope with emotional issues such as: feelings of 50.00% 50.00% 0% 3.67
anxiety, frustration, anger, and/or sadness.
The use of mindful chimes help my child to better cope with social issues such as: focus, conflict, 50.00% 33.33% 16.67% 3.5
and/or other disruptive behavior.
The use of mindful music in the mornings help to increase my child’s overall emotional well being. 83.33% 16.67% 0% 4.00
The use of mindful music in the mornings help to increase positive social interactions for my child. 33.33% 50.00% 16.67% 3.50
The use of mindful moments on the morning announcements help to increase my child’s overall 50.00% 33.33% 16.67% 3.33
emotional well being.
The use of mindful moments on the morning announcements help to increase positive social 50.00% 33.33% 16.67% 3.50
interactions for my child.
Green Elementary’s use of mindfulness practices has helped to increase my child’s overall 83.33% 16.67% 0% 4.00
emotional well being.
Green Elementary’s use of mindfulness practices has helped to create positive social interactions 50.00% 33.33% 16.67% 3.50
for my child.
Questions on the survey regarding Mindfulness in the classroom as shown in figure 4.5
yielded positive results from parents. Roughly 67% of parents felt positively that the Mindful
chimes in the classroom helped their child focus and/or to feel calmer. While half of the parents
surveyed at Green Elementary felt that mindful chimes helped their child to feel less anxious in
school and to interact more positively with others. Many parents surveyed seemed unsure or did
not believe other Mindful practices were being incorporated into their child’s classroom.
Figure 4.5 Mindfulness Practice in the Classroom
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5/4 3 2/1 Average
Mindful chimes used in the classroom help my child to focus. 66.67% 16.67% 16.67% 3.67
Mindful chimes used in the classroom help my child to feel less anxious. 50.00% 33.33% 16.67% 3.50
Mindful chimes used in the classroom help my child to feel calm. 66.67% 16.67% 16.67% 3.50
Mindful chimes used in the classroom help my child to interact positively with others. 50.00% 33.33% 16.67% 3.50
My child’s classroom uses other mindful practices not mentioned in this survey. 40.00% 40.00% 20.00% 3.40
In Figure 4.6, further questions regarding student behaviors at home coincided with
previous data results and demonstrated that parents believed students emotional well-being to be
more positively impacted by Mindfulness than their child’s social
development/interactions. According to 50% of the parents surveyed, children used similar
Mindfulness practices with their families in their homes. As opposed to the previous statistic, only
33% of parents reported even having Mindfulness practices within their homes. Additionally,
while half of the parents surveyed demonstrated an understanding of the purpose of Mindfulness,
few demonstrated an interest in gathering additional information and/or training in Mindfulness-
based practices.
Figure 4.6 Observed Student Behaviors & Background
5/4 3 2/1 Average
Green Elementary’s use of mindfulness practices has impacted my child’s social interactions in a 33.33% 66.67% 0% 3.5
positive way.
Green Elementary’s use of mindfulness practices has impacted my child’s emotional well-being in a 66.67% 33.33% 0% 3.83
positive way.
My child share mindful practices used at Green with our family. 50.00% 16.67% 33.33% 3.17
My family engages in the use of Mindfulness practices at home. 33.33% 16.67% 50.00% 2.83
I understand the purpose of mindfulness in the school setting. 50.00% 33.33% 16.67% 3.67
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I would appreciate additional information on the benefits of mindfulness practices. 33.33% 66.67% 0% 3.33
I would like additional training on mindfulness methods to utilize at home. 16.67% 66.67% 16.67% 3.00
DATA SOURCE THREE: GREEN STAFF SURVEY
Throughout the last year, Green Elementary staff had been implementing Mindfulness
practices building wide since their 2017-2018 school instituted initiative. As such, staff were
asked to participate in an online survey taken through Google Forms™. Nine staff members
responded, 7 of whom held a master’s degree and had been teaching for over 15 years. Responses
to the survey used the same scale as the parent survey; 5 = strongly agree, 4 = agree, 3 = not sure,
2 = disagree, and 1 = strongly disagree. Again, the results were combined to create positive, neutral
or negative groupings.
Based on the data in figure 4.7, all teachers who responded to the survey used Mindfulness
activities in the classroom. Furthermore, those staff members surveyed understood the building-
wide Mindfulness initiative enacted at Green Elementary. Many of the teachers surveyed reported
being subjected to Mindfulness research and believed Mindfulness was included in their
professional development. Additionally, most staff members surveyed felt that students were
aware that Mindfulness was practiced in their school. However, staff responses surveyed varied in
regard to the belief that parents were made aware of Mindfulness practices put into place at Green.
Figure 4.7 Practice & Expectations
5/4 3 2/1 Average
Mindfulness is used in my classroom. 100.00% 0% 0% 4.33
Mindfulness is included in our professional development. 75.00% 12.50% 12.50% 3.50
I have been exposed to research on mindfulness practices. 88.89% 0% 11.11% 4.00
I understand what is expected of me regarding mindful practice in my classroom. 100.00% 0% 0% 4.22
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Parents are aware that mindfulness is used at our school. 33.33% 44.44% 22.22% 3.11
Students are aware that mindfulness is used at our school. 88.89% 0% 11.11% 3.89
Regarding teacher implementation of Mindfulness-based practiced incorporated into their
own individual classrooms, most staff members surveyed at Green Elementary reported a general
understanding of how and when to use Mindfulness with their students. However, only 67% of
teachers who responded to the survey felt they had the resources they needed to implement
Mindfulness-based practices in their classrooms. Two thirds of teachers surveyed used
Mindfulness in their classroom daily, with the remaining third unsure and/or not using Mindfulness
regularly. Additional data shown in figure 4.8 suggested that staff members surveyed preferred
using Mindful chimes in the classroom as opposed to using other practices, such as school-wide
Mindful morning music and/or Mindful moments in general.

Figure 4.8 Implementation
5/4 3 2/1 Average
I have the resources available to implement mindfulness practices in my classroom. 66.67% 11.11% 22.22% 3.56
I understand how and when to use mindfulness with my students. 88.89% 0% 11.11% 4.00
I use mindfulness with my students daily. 66.67% 11.11% 22.22% 3.78
The mindful chimes help my class to focus. 66.67% 11.11% 22.22% 3.67
The morning music played when entering the school help my class to focus. 11.11% 22.22% 66.67% 2.33
Mindful moments on morning announcements help my class to focus. 25.00% 37.50% 37.50% 3.00
I use other mindfulness practices not listed. 25.00% 25.00% 50.00% 2.63
Questions regarding “Class Culture” showed similar results. In Figure 4.9, Green
Elementary’s staff surveyed believed students in their classrooms understood Green Elementary
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to have Mindfulness practices in place. Furthermore, Green Elementary’s staff responded by
demonstrating over 88% of their students’ families never asked questions, spoke to them, or
addressed the Mindfulness used within their classrooms and building. It was interesting to note
that the data from the staff perception survey showed a split with 55% of the students talking about
Mindfulness and 44% rarely discussing Mindfulness within the classroom.

Figure 4.9 Class Culture
5/4 3 2/1 Average
Students know mindfulness is used in the school. 77.78% 22.22% 0% 3.89
Students talk openly about mindfulness in the classroom. 44.44% 11.11% 44.44% 3.00
Parents talk openly about mindfulness to me. 0% 11.11% 88.89% 1.78
The last question on this survey allowed for the Green Elementary staff to openly respond
to how Mindfulness-based practices incorporated at Green Elementary had impacted their class
culture. The responses as demonstrated in Figure 4.10 generally focused on increased observations
in calmer student behavior, quieter classrooms, and an increased sense of positivity.

Figure 4.10 Open Ended Response
They enjoy it prior to the start of the school or before tests. They are noticeably calmer after.
Students practice silence and slow, deep breathing which helps soothe them and prepares them for lessons or tests.
Quiets the class down as a whole.
Chime after recess calms them.
It is more calm.
When we first started this, I didn’t think it would help. It really has a positive impact on the classroom. I see students anxious or over-excited,
we stop for a moment and relax. We read mindful books and practice it so our brain grows!
Calmer and students have a positive mindset.
I feel like there is more trust in the room and students feel it is a safe place to make mistakes.
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Based on the results from the survey from staff members at Green Elementary (see figure
4.11), only about one third of the teachers felt strongly that students asked for or used Mindfulness
when faced with social and emotional behaviors that included anxiousness, feelings of being
overwhelmed, and feelings of frustration. Likewise, only a third felt that disruptive behaviors
improved, while over 50% are unsure if there was any change. Slightly higher was the percentage
of those students who felt, “student focus,” had improved: 44% reported that Mindfulness
presented a positive impact on their students. Regarding discipline referrals, two thirds of teachers
shared that they had between zero to five discipline referrals for the duration of the school year.
Figure 4.11 Observed Student Behaviors
5/4 3 2/1 Average
When my students become anxious, i notice them using mindfulness. 33.33% 22.22% 44.44% 2.89
Students ask to use a mindfulness practice when feeling overwhelmed, frustrated, and/or anxious. 33.33% 11.11% 55.56% 2.89
Disruptive student behavior has improved overall since mindfulness practices have been 33.33% 55.56% 11.11% 3.22
implemented.
Students focus has improved overall since mindfulness has been implemented. 44.44% 44.44% 11.11% 3.33
Staff members at Green Elementary were given an additional opportunity to provide further
open-ended comments regarding the use of Mindfulness-based practices in general. Given the
opportunity to make additional comments, teachers at Green Elementary stated the comments in
Figure 4.12. In general, staff members reported requests of additional professional development,
Mindfulness-based practices being implemented with consistency throughout the building, and
revising the music used for Mindful music played when students entered Green Elementary.
Figure 4.12 Additional Comments on Mindfulness
Would like to see mindful practices implemented more outside of the classroom such as in specials and lunch time. Would like to see mindful
practices implemented prior to staff meetings. Would like to see mindful practices used by all leaders in the building, not just teachers.
We need a few more assemblies. The GNN (Green News Network) is hard to hear some days.
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I feel like we should have a bit more training as a staff. I would love to see the staff get into it a bit more and have consistency around the
building. I feel like we’ve especially gotten away from it at our assemblies and our students need that time with the chime to refocus and to
be mindful of our expectations for them and of the people who are there to present information to them.
I feel when it was first implemented everyone was using it on a daily basis. I don’t feel like this holds true for this year.
The morning music is too loud. Is there a way to play Mozart of classical at a lower volume in the morning?
DATA SOURCE FOUR: ADMINISTRATIVE INTERVIEW
A fourth source of soft qualitative data came from the “Green Elementary Administrator
Mindfulness Survey 2018-2019” conducted with the administrator of Green Elementary, Karen
Nelson in June of 2019 (Figure 4.13). The questions administered in this survey, uncovered the
overall positive impacts of Mindfulness practices on the general K-5 student population at Green
Elementary since Mindfulness full-implementation practices initiated in September of 2017.
The Google Survey™ created by the Action Research team were comprised of four
sections of narrative inquiry. Those areas included: “Practice and Expectations, Benefits of
Mindfulness,” and “Demographics.” In “Practice and Expectations,” this section sought results
generalized to the entire student body at Green, specifically focusing on students that had
frequently visited the office for behavioral issues (deemed repeat offenders) as well as those
visiting the office with emotional issues. The next section on “Benefits of Mindfulness” sought to
determine which Mindfulness practices the administrator felt were most used and most successful
at Green Elementary. The last section on “Demographics” demonstrated additional insights into
the administrator’s background.
Using the results from section A on Practice and Expectations, it was uncovered that
student behavioral disobedience from repeat offenders and/or referrals whose behavior included
bullying, disrespect, defiance, and/or emotional issues had decreased by approximately 57%
according to the administrative tracking data collected by Green’s administrator over the course
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of two academic school years, beginning in 2017. In addition, Nelson described the overall
tendencies of the repeat offenders after having received two full years of Mindfulness practices in
the classroom and throughout the building as having “less anxious behaviors” which made them
feel “like they (were) more in control of their emotions.”
According to Nelson, Mindfulness practices implemented at Green had a dramatic impact
on students’ social behaviors and interactions with others in the building. Nelson’s personal
observations as the administrator stated that students were “treating each other in a kinder,
fashion,” demonstrated a greater sense of confidence and willingness to engage in “friendship
risks,” as well as the use of Mindfulness practices at Green had encouraged and aided students
with frequent office visits and/or referrals by empowering their ability to better handle a, “variety
of social situations.”
Since reference to the amount of office referrals issues since Mindfulness practices were
initiated in September of 2017 at Green Elementary, Nelson alluded that they “continue to
decrease” by approximately 59% since full implementation. Furthermore, Nelson added an
additional comment stating she believed Green was “moving in the right direction!” It should be
noted, however, that other initiatives were put into place at Green Elementary decreasing the
reliability of this specific factor as the sole contributing factor for behavioral/social/emotional
issues declining at the building.
Included in section B on Benefits of Mindfulness, the administrator of Green believed the
most beneficial aspect of Mindfulness practices to be how, “students treat each kindlier lending to
increased friendships and understanding and less bullying and name calling.” Nelson went on to
share her insights that Mindfulness has drastically impacted students’ Social Emotional Learning
behaviors in the areas of “feelings of anxiousness, feelings of anger, impulsivity, opposition and
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defiance,” as well as “bullying.” Those areas that Green’s administrator saw as unaffected by
Mindfulness practice implementation included: focus, attention, and depression.
When asked about the most beneficial building-wide Mindfulness practices used at Green,
Karen Nelson believed to see the most results from the “Mindful Minutes on Video
Broadcast.” According to Nelson, in order to better assist Green’s student population continue
with improvement when using Mindfulness practices, she alluded to the idea of “mov(ing) the staff
into the actual physical attributes of increasing mindful behaviors and how that can make
instruction (in the classroom) more effective.” Lastly, according to Karen Nelson, the grades most
impacted by the use of Mindfulness at Green Elementary were “all grades K-5,” as well as “special
education,” and “self-contained special education.” It should be noted that Green Elementary
houses the district’s Emotionally Impaired Self-Contained classroom.
For Section C Improving Mindfulness practices, the administrator of Green Elementary
declined to comment on how teachers can better implement Mindfulness practices with their
students but did share the one weakness she found with Mindfulness programs at the elementary
level in general to be, “Making sure staff members have been exposed to the positive outcomes
that can arise from a more mindful classroom and school building as a whole!” Finally, all of the
responses solicited from Section D on Demographics of our administrator conducting the survey
revealed Karen Nelson to have sixteen years or more of professional experience as a building
administrator, experience teaching all levels K-5 apart from fourth grades and/or multiple grades
in one room, as well as her professional degree obtained was that of an Educational Specialist
degree in Leadership.
Figure 4.13: Qualitative Data: Green Elementary Administrator Mindfulness Survey 2018-2019
SECTION A: Practice & Expectations
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1. Since the implementation of Mindfulness practices at Green, how have Office referrals for behavioral problems, such as defiance, bullying and
students’ behaviors in general changed in your opinion? disrespect have decreased by almost 57% this school year.
2. In your opinion, how have Mindfulness practices impacted students’ Students exhibit less anxious behaviors which make them feel like they are
emotional well-being? more in control of their emotions.
3. In your opinion, how have Mindfulness practices used at Green Students are treating each other in a kinder fashion, therefore socially
impacted students’ social behaviors? students are making more friends because they have the confidence to take a
friendship risk. Having the words to begin and maintain a conversation also
assist students in making friends and help them know what to say in a variety
of social situations.
4. In reference to students with behavioral issues (frequent visitors to the They continue to decrease. We have a larger student population this school
office and/or referred to the office), how have Mindfulness practices here and the percentage of office referrals decreased by 59%. I think we are
at Green impacted the number of student referrals since implementation in moving in the right direction!
2017?
5. Additional Observations: No Comment
SECTION B: Benefits of Mindfulness
6. In your opinion, what has been the most beneficial aspect of Students treat each other more kindly lending to increased friendships and
using Mindfulness practices at Green? understanding and less bullying and name calling, etc.
7. Which Social Emotional Learning (SEL) behaviors have benefited the Checked: feelings of anxiousness, feelings of anger, impulsivity, opposition
most since the implementation of Mindfulness Practices at Green? Please and defiance, bullying.
Check all that apply. Not Checked: focus, attention, depression.
8. In your opinion as an administrator, which Mindfulness practice is the Checked: Mindful Minutes on Video Broadcast.
most beneficial for students building-wide? Not Checked: Mindful Chimes
9. Are there other additional Mindfulness practices you believe would be I would like to move the staff more into the actual physical attributes of
beneficial for staff members to use with their students? increasing mindful behaviors and how that can make instruction more
effective.
10. Is there a professional resource you recommend for staff members in Option 1
other buildings to utilize when attempting to implement Mindfulness with
their students and faculty?
11. Which grade levels do you believe have been most impacted by the Checked: All grades K-5, Special Education, self-contained Special
use of Mindfulness at Green Elementary? Please check all that apply. Education.
12. Any additional benefits of Mindfulness practices (not listed above) No Comment
that you would like to share?
SECTION C: Improving Mindfulness
13. In your opinion, how can teachers better implement Mindfulness No Comment
practices with their students?
14. Are there any weaknesses with Mindfulness programs at the Making sure staff members have been exposed to the positive outcomes that
Elementary levels that you think should be addressed prior to can arise from a more mindful classroom and school building as a whole!
implementation?
SECTION D: Demographics
15. Grade Levels Taught Checked: K-5 and Other all checked
16. Education Level Specialist
17. Number of Years as an Administrator 16 or more years
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DATA SOURCE FIVE: MIDDLE SCHOOL STUDENT SURVEY
The action research team incorporated a fifth source of data through the administration of
a Google Forms™ survey for a group of sixteen students at Holly Middle School in Holly,
Michigan. The survey yielded results from 16 students in grades sixth through eighth grade: 11 of
which were male, 3 females, 2 preferred not to say. Scores were based on a scale using 4 for
strongly agree, 3 for agree, 2 for somewhat agree, and 1 for disagree. Due to Mindfulness being
practiced in only a single emotionally impaired special education classroom, results are limited at
the middle school level to that classroom with no data being returned on building wide practices.
Additionally, the questions linked calmness and focus together as opposed to the separation of
emotions in the elementary survey and questions about anxiety are missing from the middle school
survey.
Results from the middle school survey provided a positive view of Mindfulness, however
not as strong as at the elementary level. According to figure 4.14, most students at the middle
school level understood the purpose of Mindfulness to some degree, but the results show practicing
Mindfulness outside of the classroom to have much lower rates. The male students surveyed
seemed to understand the purpose and practice Mindfulness outside of the classroom more than
the females surveyed. Of the students surveyed, mindful listening seemed to be the practice most
favored and additional comments were centered around getting and staying calm throughout the
day. The most applicable comments for how Mindfulness helped students included the following:
“Staying calm”, “me not getting mad”, “dealing with others”, “keeping my kindness”, “keeping
my calm”, “When I am in trouble Mindfulness helps with my thoughts and my thinking and my
struggle and my health and my stress and my strength and my brain and my body”, “helping me
focus in my 6 and 7 hour”, “calming down”, and “thinking”.

th th
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Students rated the string lights, with about 56% agreeing, in the room as having a greater
impact on helping them feel calm and focused than the furniture selection, which only had about
38% of students support. Additionally, females seemed to prefer the string lights whereas males
seemed to prefer the furniture selection. Over half of the students agreed or strongly agreed that
daily Mindfulness practice helped them feel calm and focused, but only 12.5% said that it didn’t
help them at all. Similar results are found when students were asked if they felt calmer and more
focused when leaving the circle room where Mindfulness was practiced.
Figure 4.14 Middle School Mindfulness Practices
4 3 2 1 Average Male Female NP
The string lights in the room help me feel calm and 43.75% 12.50% 37.50% 6.25% 2.94 2.82 3.00 3.50
focused.
The furniture selection in the room helps me feel calm and 25.00% 12.50% 37.50% 25.00% 2.38 2.64 1.67 2.00
focused.
The daily mindfulness practice provides me with a feeling 25.00% 37.50% 25.00% 12.50% 2.75 2.73 3.00 2.50
of calm and focus.
When I leave the circle room in our classroom, I feel more 25.00% 18.75% 43.75% 12.50% 2.56 2.73 2.00 2.50
calm and focused.
I understand the purpose of mindfulness. 56.25% 18.75% 12.50% 12.50% 3.19 3.45 2.33 3.00
I use mindfulness practices outside of our classroom. 25.00% 12.50% 18.75% 43.75% 2.19 2.45 1.00 2.50
My favorite mindful practice is Mindful Listening 6/16 37.50%

Mindful Breathing 1/16 6.25%
Mindful Eating 3/16 18.75%
Other 6/16 37.50%
DISCUSSION OF RESULTS
The goal of this action research project was to evaluate the effectiveness of Mindfulness-
based practices had on students’ social and emotional well-being. The study, which examined and
surveyed two schools, Green Elementary and Holly Middle School, in two counties, Macomb and
Oakland, closely monitored students’ social and emotional responses when Mindfulness activities
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were instituted. Green Elementary in Chesterfield, Michigan was examined amid a two year long
full implementation of building-wide Mindfulness-based practices.
In contrast, Holly Middle School in Holly, Michigan, had only recently begun
implementation of Mindfulness-based activities in one single classroom during the 2018-2019
school year. Determining the effectiveness of the programs in both schools in two different
counties in Michigan helped the action research team to determine the positive effects of using a
Mindfulness-based program within public education. Furthermore, our action research team
designed a project to examine the effects of Mindfulness practices on decreasing the occurrence
of student discipline issues sent to the office and documented in the classroom.
Surveys for this Mindfulness research were designed to elicit information, personal
observations, and thoughts from both elementary and middle-school students, elementary parents
and staff, as well as an elementary administrator’s perspective regarding the impacts of
Mindfulness-based practices and activities used over the course of the action research project. The
Green Elementary student survey (administered to a group of second grade students) demonstrated
that students preferred the Mindful moments, music, and chimes to occur within their own
classrooms as well as generally enjoyed the Mindful music played upon entering the school. The
Green Elementary staff survey data helped to study how Mindfulness affected teachers personally,
their students’ families, and overal observed classroom behaviors.
The data that resulted from the Green Elementary parents’ perception survey helped to
clarify and provide further insight into understanding which Mindfulness-based activities were
making their way into homes of students as well as which activities were deemed most beneficial
within Green Elementary’s surrounding community. Results from Green Elementary’s
Administrative survey demonstrated some contrasts in beliefs between staff perceptions of
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Mindfulness practices in place as opposed to that of the administrative perspective. All-in-all, the
triangulated data that resulted from Green Elementary’s four surveys administered helped to
portray a bigger picture regarding the effectiveness of Mindfulness-based activities. Additionally,
the data from these surveys demonstrated supplementary research regarding how Mindfulness-
based activities affected elementary students both socially and emotionally as well.
The Green Elementary student data began by focusing on the building-wide Mindfulness
practices in place, namely, the morning music and the Mindful chimes that were broadcast during
the school-wide morning announcements. The data results were varied regarding the effectiveness
of having Mindful music played during the mornings upon entry to school. First, the music played
was rather fast paced and played loudly as opposed to the Mindful music that was being played
within individual classrooms. The surveys proved that students seemed to value music being
played while at school, however the building-wide music seemed less effective than the Mindful
music played in individual classrooms.
Additionally, survey data portrayed within the results, demonstrated that students did
indeed find both types of music to improve some social and several emotional issues, yet, not
nearly as much as the use of Mindful chimes and Mindful moments. Students surveyed felt that
the virtually played Mindful chimes over building broadcasts and the Mindful moments shared
virtually over building broadcasts increase focus invoke feelings of calmness. Likewise, students
felt that Mindful chimes played in the classroom helped them to feel less anxious, calmer, and
increased their overall attention and focus.
The percentage of students who thought that Mindful music in the classroom attributed to
these same feelings of decreased anxiousness and more focus, was also higher than those of the
building-wide broadcast practices. The high percentage of students who felt this happened on a
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daily or almost daily basis aligned with research that demonstrated Mindfulness-based practices
were both effective and successfully reduced stress. One interesting statistic revealed through
triangulation of the data indicated that although students practiced Mindfulness on a daily basis
within their class through teacher-initiated events, students refrained from requesting Mindful
moments on their own initiative. Regardless of how infrequently second grade students asked for
the use of a Mindful moment, the data suggested students felt calmer, less anxious, and exhibited
more control over their emotions when Mindful moments were used and/or initiated by their
teachers.
Supplementary information gathered from the Green Elementary parent survey seemed to
support the notion (revealed in the student survey) that students’ emotional well-being improved
with the use of Mindfulness-based practices. Parent data suggested that Mindfulness practiced in
both the classroom and the building itself, improved their child’s emotional well-being. This data
further supported the notion that parents believed their children’s social interactions/development
was less impacted with the use of Mindfulness practices. Similarly, just as students felt that
Mindfulness helped them to feel less anxious and increase calmness, Green Elementary parents
surveyed believed their students to demonstrate less anxious tendencies and increase a sense of
calmness as well. While students indicated on the student survey that they did not typically request
the use of a Mindfulness activity, the surveyed responses from parents revealed data that
demonstrated their children would share Mindful practices used at school with their families at
home. The Green Elementary parent perception surveyed also demonstrated a general lack of
interest in learning about additional Mindfulness-based practices, activities, and/or training.
The Green Elementary staff survey was an interesting cross-examination of data. Staff
members shared their opinions and viewpoints through the open comment section, revealing
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sentiments of yearning for additional support, more Mindful assemblies and school-wide events,
further Mindfulness training, and requesting more Mindfulness-based activities to utilize with their
students in the future. While most staff surveyed felt that they had the training and resources
needed to implement Mindfulness in their classrooms at the current moment, not all staff indicated
that they practiced Mindfulness with their students regularly. Data revealed from the staff survey
specified that students were able to identify and practice Mindfulness in the classroom, however,
staff revealed that parents did not discuss or communicate with teachers any questions about
Mindfulness-based practices used. Additionally, data from Green Elementary staff clearly
demonstrated a lack of understanding how Mindful practices had impacted or decreased disruptive
behaviors within the classroom. Staff also demonstrated mixed responses regarding the
effectiveness of Mindfulness-based practices on improvement of student attention and focus. One
element made clear through the staff perception survey, deemed building-wide use of the morning
music played upon entry to school and Mindful moments broadcast to be unbeneficial.
Reviewing the Green Elementary administrative data seemed to contradict the results of
the other three surveys, slightly. From the administrator’s perspective, students’ social interactions
were improving, and students were interacting in more positive manners towards one
another. Parent survey results did not reflect this sentiment or perception towards their child’s
social interactions. Another interesting belief revealed through the administrator’s surveyed data,
demonstrated the administrator’s contradictory opinion believing Mindful chimes to not be
beneficial within the building, as students’ perception data believed Mindful chimes to be
useful. All surveyed results seemed to show that students’ emotional skills and well-being were
both positively affected. Additionally, the administrator response indicated the desire to have staff
implement Mindfulness with higher fidelity within their instruction. This data supported previous
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staff surveyed comments requesting similar sentiments and yearning for further Mindfulness
training, activities, and continued professional development.
Research on Mindfulness has shown to decrease stress and anxiety in adolescents. The
results from the Holly Middle School survey indicated that the majority of students understood the
purpose of Mindfulness in general. However, very few numbers of the middle school students
surveyed used Mindfulness outside of the classroom. On a positive note, over half of the students
said that when Mindfulness-based practices were used in the classroom, they felt calmer and more
focused afterwards. This coincided with the similar surveyed results from the Green Elementary’s
student data.
It should also be noted that students in the middle school classroom were from a smaller
focused group that required additional emotional support, that stemmed from their own emotional
impairment certification. Therefore, any percentage of agreement on this notion was deemed
beneficial and positive for those middle school students who required further support beyond a
typical classroom setting. With that in mind, discipline referrals were both difficult to evaluate for
these students since some discipline referrals were related to that student’s diagnosed disability as
some referrals were not. It was also interesting to note that at the middle school level, males
seemed to respond better to Mindfulness practices more so than the females surveyed.
Additionally, the results of the survey revealed how the physical arrangement of classroom
furniture affected students’ perceptions and levels of comfort with practicing Mindfulness at
school.
Overall, data discovered through the triangulation and evaluation process, revealed positive
results on students’ social and emotional behaviors when using Mindfulness-based practices in the
classroom. After reviewing the surveyed responses from Green Elementary’s students, parents,
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staff, and administrator, then comparing those surveyed results with those from Holly Middle
School’s students’ surveys, demonstrated that the use of Mindfulness-based practices had the most
positive effects on students’ emotional well-being.
The triangulated data revealed Mindfulness initiatives utilized in classrooms also had
positive effects on students’ social and emotional development, but with varied opinions regarding
which Mindfulness activity was deemed most effective. All surveys conveyed the importance of
using sound (such as Mindful chimes and music) to produce positive emotional responses.
Students, in both schools, also demonstrated the need to practice Mindfulness in a comfortable
environment: one that was smaller in stature, arranged in a comforting way or using Mindfulness
tools (such as lights and furniture), and practiced with those individuals they found most socially
comforting.
According to the research revealed in the five surveyed responses, the use of Mindfulness-
based practices directly impacted students’ anxiety levels, attention, stress, and focus. In general,
students that utilized Mindful minutes, Mindful music (that was calmer and included symphonic
tones only), and other Mindful activities and practices used within a smaller classroom setting,
directly correlated to an increased propensity of attentiveness, focus, and feelings of calmness in
the classroom. This directly impacted students’ performance displayed in the classroom as well
as in the home setting. Furthermore, Mindfulness-based activities in place successfully decreased
feelings of stress and overall level of anxiousness as well as a small decline in number of
behavioral referrals. The triangulation of the five surveys described in this chapter, were quite
telling and promising for future educators. The positive impacts of Mindfulness-based activities
utilized within public schools within this action research project directly and positively impacted
students’ social and emotional well-being/development.
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CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
Mindfulness, whose original purpose was to “attend to relevant aspects of experience in a
nonjudgmental manner” while serving to “alleviate suffering and cultivate compassion,” recently
endured a resurgence in the educational field (Ludwig, D., & Kabat-Zinn, J., 2008). Mindfulness-
based practices have gained popularity in recent years, but understanding and knowing exactly
how effective Mindfulness-based practices are when used in a public-school setting required
additional research. Our team of four action researchers here at Oakland University, extensively
studied the effects of Mindfulness practices in two various settings: an elementary classroom
residing within a fully implemented Mindfulness building in Chesterfield, Michigan, along with
various middle school students in Holly, Michigan. The effects of our study left our team of
researchers with both positive outcomes as well as additional areas that we would recommend
required and continued research, study, and analysis will be needed.
Our team of researchers studied and addressed the effects of Mindfulness-based practices
following subjects in two classroom settings: twenty-seven second grade students and sixteen
classified special education middle-school students in sixth through eighth grade. The action
research team initially proposed a series of several questions to study on the use of Mindfulness-
based practices. Understanding that Green Elementary had previously instituted building-wide use
of and training in Mindfulness-based practices during the 2017-2018 school year, the team felt it
would be in the best interest of the study to compare this elementary school not only with a middle
school setting but also with one that was just initiating the use of Mindfulness-based practices. In
doing so, the action research team narrowed down their research questions to the following three:
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behavioral issues?
CONCLUSIONS:
Overwhelmingly, the data collected from our team or researchers, that studied the impacts
of Mindfulness practices over the extended period of eighteen months, produced extremely
positive results on students’ social and emotional well-being as well as behavioral issues displayed
in both the elementary and middle school settings (see figures 4.3, 4.4, 4.5 and 4.11). The
conclusions from our study will be listed below, desegregated by specific research question.
According to our various research surveys, Mindfulness practices in the elementary and
middle school setting (such as the use of Mindful music, Mindful chimes, and Mindful minute
meditative practices in the classroom) impacted students’ social development by producing an
increased sense of calmness and decreasing hyperactivity behaviors displayed. Students surveyed
reported behaviors of feeling calm when Mindful music was used both in the classroom and
broadcast throughout the building. It was interesting to note that female elementary students
surveyed felt Mindfulness-based practices were the most beneficial as opposed to males, while
male middle school students at Holly Middle School found Mindfulness activities to be most
beneficial when dealing with social issues in the classroom.
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As the survey demonstrated, Mindful music helped to improve feelings of calmness and
produced calmer behavior displayed in the class, was 78% of elementary students reported
improved focus in the classroom which led to better social behaviors as well (Figure 4.1 & 4.3).
Only 33% of parents surveyed at Green Elementary believed the Mindful music helped to calm
students in school while over 50% of the parents surveyed believed Mindfulness-based practices
in general improved social interactions (Figure 4.4). The results of our surveys alluded to the use
of Mindful chimes worked to improve better focus and attentiveness in class with 84% of students
reporting feelings of calm behavior in social situations (Figure 4.1). Students went on to share how
Mindful chimes improved their focus in daily activities, attentiveness in class, while Green
Elementary parents surveyed demonstrated over 50% believed the use of Mindful chimes helped
their child to cope with social issues and interact more positively with others (Figures 4.2, 4.3, 4.4,
& 4.5).
Green Elementary staff members and Holly Middle School students concluded that
Mindfulness-based practices increased social development and overall well-being, particularly
when they were used for transitions in smaller classroom settings. Approximately one-third of
Green Elementary’s staff members saw an improvement in disruptive behaviors after recess and
other transitional periods when using a Mindful minute as a medium for transitioning between one
activity to the next (See Figure 4.11) Teachers at Green believed the use of Mindful minutes,
Mindful chimes, and Mindful music produced, “calmer student behavior, quieter classrooms,
practiced silence, noticeably calmer students,” and “quieter classrooms” in general when
Mindfulness-based practices were used (Figures 4.10). Whereas the middle school students
reported Mindfulness-based practices helped them to “deal with others,” produced social kindness
in the classroom, and helped them to remain calm when dealing with other socially (Figure 4.14).
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Upon review of the surveys and after careful analysis of the action research project,
Mindfulness-based practices directly impacted student emotional development and overall well-
being in both the elementary and middle school settings. Students at the elementary level found
their coping abilities to improve, levels of anxiousness decline, and increased the overall level of
feeling calm when Mindfulness-based practices were instituted within their classroom setting.
These findings suggested that the use of Mindful music, Mindful minutes, and Mindful chimes,
when played/instituted within a smaller classroom setting, helped to improve students’ mental
health, successfully made them feel less anxious, produced many feelings of calmness, and general
feelings of contentment (Figures 4.1, 4.2, 4.3, 4.4, 4.10, and 4.14). This was perhaps the first major
finding within our study as all parties and subjects surveyed as well as observed for this action
research project concluded with an overwhelming sense of improved emotional well-being.
The second major finding found according to our study and extensive data collected, was
that Mindfulness-based activities and strategies established, as well as practiced routinely were
most drastically effective at the elementary level. Whether it was through the continued
professional development provided to the staff members, the second year of full implementation
of Mindfulness-based practices at Green Elementary, or the grade level to which this study
examined, this study revealed Mindfulness was most receptive when used with elementary
students, as opposed to middle school students in general. However, the results of this action
research also portrayed those employees and staff members at Holly Middle School who
implemented Mindfulness activities were amongst a select few individuals equipped with proper
training in this scientifically based and researched method. Those staff members at Green
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Elementary with whom had received extensive weeks and hours of training in Mindfulness
techniques and those staff members had also been using those skills and strategies for a duration
of two years prior to the initiation of this action research project, saw the most successful results
and positive outcomes of Mindfulness practices utilized in the classroom setting.
The conclusive middle school results learned through this action research project,
demonstrated how Mindfulness techniques used in the classroom, successfully served to help
adolescents cope with emotional stress and trauma, while simultaneously served to increase their
ability to feel calmer in the classroom setting (see figure 4.4). The data proved that those students
who were subjected to highly-trained staff members (trained in the art of Mindfulness techniques)
and whose staff members had incorporated Mindfulness techniques (including calming lights,
music, and Mindful minute breathing exercises), positively affected their overall emotional well-
being.
behavioral issues?
Although this study showed that social and emotional well-being were drastically impacted
by Mindfulness-based practices instituted with fidelity, perhaps the area of our study that left the
least conclusive results was how effective Mindfulness-based practices impacted student
disruptive behavior, specifically, office referrals. According to the Green Elementary
administrative survey, there was a decline in the number of student behavioral referrals since
Mindfulness-based initiatives were instituted, but was unclear if it was simply due to the
Mindfulness-based practices initiated and in place since 2017 (See Figure 4.13). Furthermore,
Holly Middle School subjects studied were students prone to behavioral disruptions in the
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classroom and this study concluded with showing a small success rate for those students with
classified behavioral disorders to increase their overal capability to cope with feelings of
anxiousness (Figure 4.14). This study demonstrated that middle school students prone to
behavioral outbursts and disruptions did improve their ability to handle stressful situations and an
overall improvement in behavioral disruptions. However, the study was inconclusive as to whether
Mindfulness-based practices were the sole factor resulting in behavior disruptions and/or referrals.
Although Green Elementary staff members surveyed shared their comments that those more
behaviorally disruptive students demonstrated more calmness in the classroom, they still reported
on average of 1-5 referrals in each of their classrooms each (Figure 4.10 & 4.11).
RECOMMENDATIONS:
The results of our action research study on Mindfulness practices utilized in a public-school
setting were overwhelmingly positive regarding students’ social and emotional well-being.
However, there were additional areas that our team would highly recommend continued research,
study, and analysis. In particular, this team of researchers felt a follow-up survey would be
necessary in order to properly study and analyze the long-term impacts of Mindfulness-based
practices used with those elementary and middle school students involved in this action research
project. Our team of researchers felt it would be beneficial to look at this additional longevity study
in order to determine possible health benefits for the development of children and adolescents.
Furthermore, the findings of this study provided researchers with potential future neuroscientific
studies that could be conducted in order to better understand the long-term impacts of using
Mindfulness based practices in a classroom setting.
Although studying Mindfulness in action over the course of eighteen months highlighted
mostly positive effects that Mindfulness practices had on student social and emotional well-being,
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it is with the judgement of this action research team that additional studies should be conducted in
order to cross-examine the impacts of Mindfulness practices with buildings where Mindfulness
activities have been instituted school-wide. Furthermore, it would be interesting to compare the
results of this study with other schools in varying demographics, socio-economic stature, as well
as in various states across the United States. Additionally, our team of action researchers
recommends conducting a study analysis of the impacts of students’ social and emotional well-
being when students’ parents or guardians had received and/or completed proper training in
Mindfulness techniques.
Although these findings in our action research were limited to analyzing the results from
two schools within the Metro Detroit region of Michigan, understanding the impacts of
Mindfulness-based practices in various regions around the state and the country would be most
beneficial to those attempting to further triangulate Mindfulness data research in order to benefit
educators nationwide. Moreover, understanding the lasting effects on a child’s developing psyche
as well as studying the neurological impacts would be most advantageous to understanding where
the next and necessary step would be to take for improving mental health as well as social and
emotional behavior in children through adolescents. This action research study was a beginning
and necessary step in the process of understanding Mindfulness in the classroom here in Michigan.
Our team of action researchers firmly believe that it would be most advantageous for states
to institute and provide funding for continued studies that examine neurological analysis of
students’ minds while Mindfulness practices were implemented. These future studies should be
conducted in conjunction with medical professionals and institutions. Realizing that this would
require possible coordination with local medical doctors and/or community outreach facilities, by
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further understanding the positive effects of Mindfulness strategies would provide critical research
and facts that could be used to share with the parent and community population.
Furthermore, this study alluded to the vital necessity of providing staff members with
rigorous and appropriate Mindfulness training techniques, continued professional development,
and an ability to practice Mindfulness-based practices throughout the course of an entire school
year. Perhaps teachers could be introduced a new Mindfulness-based practice to utilize each
quarter and participate in a mini action-research project of their own to journal their observations
of how that specific strategy impacted their students’ social and emotional well-being. This mini-
action research project could then be used to coordinate with Mindfulness coaches, such as Dr.
Caryn Wells from Oakland University, as well as combining it with a book/article study examining
effective research using Jon-Kabat Zinn’s extensive research. Equipping faculty with the tools
necessary to tackle mental health issues such as anxiety, trauma, stress, and coping mechanisms
would only better service the students in the surrounding Michigan communities.
The teachers surveyed in this study at Green Elementary were provided substantial
professional development in August 2017 and already had partially implemented elements of
Mindfulness based practices embedded into their school culture and climate prior to the initiation
of the start of this action research project in September of 2018. As opposed to those staff members
at Green Elementary, the two teachers (and action-research team members) working at Holly
Middle School were essentially, the two Mindfulness pioneers responsible for bringing awareness
to this subject matter at their middle school. Although the elementary staff members surveyed in
this study understood and could identify Mindfulness based practices utilized in their school and
classrooms (they were a part of their School Improvement Goals), Green Elementary staff
members surveyed still stressed the need for additional and continued professional development
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to be provided for them in the future, in order to continue their Mindfulness endeavor and
implement it successfully (see figures 4.9).
Although the results of this Mindfulness action research study demonstrated ample positive
benefits for those students who participated in this research, it should be noted that without
continued action research on the topic of Mindfulness, awareness will continue to be limited.
Limited awareness will only serve to hinder future success and/or improvements made into
deepening our understanding of children and adolescents’ social and emotional well-being;
continued action, analysis, and awareness are key factors for Mindfulness practices’ future success
in public educational institutions. Therefore, it is with this action research team’s recommendation
that continued and extensive research and analysis into understanding the benefits of using
Mindfulness practices and strategies must become a permanent fixture for future generations of
educators.
IMPLICATIONS for FUTURE EVALUATIONS/RESEARCH
Understanding the minds of students in America’s classrooms is essential to unlocking
individual success within a public classroom setting. The benefits of using Mindfulness practices
with students of second grade and in the middle school setting as discovered through this action
research project has been plentiful, with particular benefits demonstrated in increased social and
emotional learning (SEL), general overall well-being, attentiveness and focus in class, as well as
producing a sense of calmness in the classroom.
Future research in this field should not only continue, but must do so with force and
legislative backing. Proposed grants should be written for individual schools wishing to
implement Mindfulness programs and activities into their schools building wide. Additionally,
training and professional development should be offered and provided by public school district’s
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and Mindfulness practices should be instituted nationwide. Utilizing a variety of free, readily
accessible, and research supported resources through such sites as teacherspayteachers.com and
Mindup™ should also be implemented into schools wishing to begin their initiation and or
continuation of increasing student awareness in the field of Mindfulness-based practices.
As our team of researchers began this study in the September of 2018, an increasing number
of schools locally in the Metro Detroit area (such as in Rochester Schools, L’Anse Creuse Public
Schools, Troy Public Schools, and Holly Public Schools) have since enacted and pursued using
this alternative approach for students by creating Mindfulness rooms, spaces, and school-wide
focusing activities to strengthen student awareness and improve SEL. This specific measure’s
purpose has served to provide faculty and students a place or reprieve to actively engage in research
backed Mindfulness activities for students with attention-deficit disorders, anxiety disabilities, and
other students in need of a little de-stressing.
Studying the effects of implemented Mindfulness programs in local school districts in the
state of Michigan is promising and additional analysis over the course of the next several years
within the state will be necessary and needed to continue to examine the health benefits for our
youth. Furthermore, being able to understand how Mindfulness practices impacts the developing
psyche of America’s youth would provide public school educators with an additional tool to add
to their full repertoire of skills for helping build successful students in the classroom and enable
theme with continued development of coping skills needed to be successful in life. It is
recommended that further research continue within buildings with ample provided time to discuss
the findings together as a collective unit.
Allowing teachers, the ability to practice the use of Mindfulness with students, will only
further embolden educators’ teaching mentalities, provide students with increased awareness, and
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ultimately lead to overall improved social, emotional, and behavioral concerns in general.
Additionally, increasing staff development by bringing local active and expert researchers in this
field of study would greatly benefit the students’ SEL in Michigan schools.
Understanding that our action research conclusive results were most effective at the
elementary level as compared to those at the middle school level, we additionally recommend
further research and studies should continue to endure with careful observation and local data
shared across local districts. Being able to dissect and triangulate the data with students in our
local area will help serve the community and the state of Michigan on a much grander scale.
Perhaps through analysis of shared data between local school districts, our educators and staff
members will be better equipped to understand and discover additional measures that are needed
in order to make Mindfulness more successful at the secondary level.
With continued study, professional development, further implementation, and thoughtful
analysis of shared local data, Michigan educators, law makers, and the general public at large will
be better able to assist and positively impact the neuro, academic, and social-emotional
development of our growing generation of students into becoming competent, healthy, thriving,
and successful adults.
Page | 58
REFERENCES
Black, D. S. & Fernando, R. (2013). Mindfulness training and classroom behavior among
lower-income and ethnic minority elementary school children. Journal of Child and
Family Studies.
Campbell, Emily. 2013 Research Round-Up: Mindfulness in Schools. Greater Good Magazine,
UC Berkeley’s GGSC. Retrieved from:
https://greatergood.berkeley.edu/article/item/research_round_up_school_based_mindfuln
ess_programs
CDC, (2019). “Data and Statistics on Children’s Mental Health.” Retrieved from:
https://www.cdc.gov/childrensmentalhealth/data.html
Chambers, Jennifer. (2017). Michigan Schools to Reduce Suspensions and Expulsions. The
Detroit News. Retrieved from:
https://www.detroitnews.com/story/news/local/michigan/2017/11/16/michigan-schools-
reduce-suspensions-expulsions/107730518/
Gates, Bill and Melinda (2013). Primary sources: America's teachers on teaching in an era of
change. Bill and Melinda Gates Foundation. Retrieved from:
http://www.scholastic.com/primarysources/PrimarySources3rdEditionWithAppendix.pdf
Guerino, P. (2006). Crime, violence, discipline, and safety in U.S. public schools findings from
Page | 59
the school survey on crime and safety: 2003-04 ([Rev. ed.]). Washington, D.C: U.S.
Dept. of Education, Institute of Education Sciences, National Center for Education
Statistics.
Iberlin, J., & Ruyle, M. (2017). Cultivating mindfulness in the classroom . Bloomington, IN:
Marzano Research. (Chapter 1)
Klatt, M., et al. (2013). Feasibility and preliminary outcomes for Move-into-Learning: An
arts-based mindfulness classroom intervention. Journal of Positive Psychology, 8(3),
233-241.
Kuyken, W., et al. (2013). Effectiveness of the Mindfulness in Schools Programme:
Non-randomized controlled feasibility study. British Journal of Psychiatry.
Ludwig, D., & Kabat-Zinn, J. (2008). Mindfulness in Medicine. JAMA, 300(11), 1350–1352.
https://doi.org/10.1001/jama.300.11.1350https://jamanetwork-com.huaryu.kl.oakland.edu
/journals/jama/fullarticle/182551
Michigan Virtual, December 14, 2018. Restorative Justice 101-A Paradigm Shift in Education.
Retrieved from:
https://michiganvirtual.org/blog/restorative-justice-101-a-paradigm-shift-in-education/
Miller, A., Chandler, K., & National Center for Education Statistics. (2003). Violence in U.S. public
schools: 2000 school survey on crime and safety. Retrieved from
Page | 60
http://hdl.handle.net/2027/mdp.39076002417660
Oaklander, Mandy. 2017 OM for Kids. Time Inc. Specials. P. 28.
Semple, R. J.,Droutman, V., Reid, B. A. (2017) Mindfulness Goes To School: Things Learned
(So Far) From Research and Real-World Experiences. Psychology in the Schools. Jan
2017, Vol. 54 Issue 1, p 29-52.
Wells, C.M. (2015). Conceptualizing Mindful Leadership: How the practices of mindfulness
informs the practice of leading. Educational Leadership Review of Doctoral Research,
2(1), 1-23
Williams, Mary Elizabeth. (2017). Why Every Mind Needs Mindfulness. Time Inc. Specials.
P. 9-14.
Wisner, B. L. (2013). An exploratory study of mindfulness meditation for alternative school
students: Perceived benefits for improving school climate and student functioning.
Mindfulness.
https://www-clinicalkey-com.huaryu.kl.oakland.edu/#!/content/playContent/1-s2.0-
S0891524511000551?returnurl=null&referrer=null
https://empoweringeducation.org/the-neuroscience-of-mindfulness/
http://www.legislature.mi.gov/(S(texqiki52mnrdirtji1p4irx))/mileg.aspx?page=GetObject&object
name=mcl-380-1310c
https://www.mindful.org/jon-kabat-zinn-defining-mindfulness/
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https://newsnetwork.mayoclinic.org/discussion/mayo-mindfulness-stress-effects-on-your-body-
and-behavior/
https://www.psychologytoday.com/us/blog/creative-development/201909/mindful-classrooms
Page | 62
APPENDICES
APPENDIX A: Consent Form Administrators
March 8, 2019
Mrs. Karen Nelson, Principal

Green Elementary School
Chesterfield Township, MI
Dear Mrs. Nelson,
We are part of an Educational Specialist cohort in Leadership from Oakland University conducting
action research on the effectiveness of Mindfulness practices. Our research questions include: How
the use of Mindfulness practices at Green Elementary School and a classroom in Holly Middle
School are helping to meet the social-emotional needs of students’ behaviors in the classroom and
how effective Mindfulness practices are on the academic focus and motivation within the
classroom setting.
We are seeking permission to survey both staff, parents and students involved in Mindfulness
practice. We would conduct our surveys in the Spring of 2019. Prior to conducting the survey,
we will be getting consent from parents, students, and staff who wish to participate. Their
participation will be voluntary, and all information will remain anonymous. There is no risk in
taking this survey. Refusal to participate will involve no penalty or loss of benefits and subjects
may discontinue participation at any time without penalty or loss of benefits.
When the research is complete, the findings will be made public, but no student information will
be identifiable as the survey is being completed anonymously. The information from our research
will allow us to monitor the benefits of mindfulness practice and its relationship to improving
focus and behavior in our classrooms. We would appreciate your approval for this project. Please
indicate your permission on the form below and return it to Meghan Ciacchella. If you have
specific questions regarding this research project please contact Meghan Ciacchella at 586-493-
5280 or Lindson Feun, Ph.D., Faculty Sponsor, Oakland University, 248-877-6565.
Sincerely,
Meghan Ciacchella Monica Turner
Sarah Hensien Tracey Jensen
I give permission for the cohort group from Oakland University to conduct a survey of students
and staff on mindfulness practice in the Spring of 2019.
_____________________________ ______________Administrator Signature Date
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APPENDIX B: Consent Form Students at Green
March 2019
Dear Parent or Parent Guardian,
We are part of an Educational Specialist cohort in Leadership from Oakland University conducting
action research on the effectiveness of Mindfulness practices at Green Elementary. Our research
questions include: How the use of Mindfulness practices at Green Elementary School and a
classroom in Holly Middle School are helping to meet the social-emotional needs of students’
behaviors in the classroom and how effective Mindfulness practices are on the academic focus and
motivation within the classroom setting.
Your feedback and that of your child is very valuable to us. We will be asking the students at
Green Elementary participating in Mindfulness practices to complete the survey. Your student’s
participation is completely voluntary, and all information provided will be kept confidential. No
names will be requested on the survey, as their survey will be anonymous. There is no risk to
your student in taking this survey. You or your child can withdraw the consent to participate at
any time. In order for your child to participate in this survey, we need the permission slip at the
bottom of this letter returned no later than April 10, 2019. The information from our research
will allow us to monitor the benefits of Mindfulness practice and its relationship to improving
focus and positive behaviors displayed in the classrooms at Green Elementary.
When the research project is complete, the findings will be made available to the public, but no
student information will be identifiable, as the surveys are done anonymously. Please contact
Meghan Ciacchella, 2nd-grade teacher, Green Elementary School with questions regarding the
research or consent at 586-493-5280 or Lindson Feun, Ph.D., Faculty Sponsor, Oakland
University, 248-877-6565.
Sincerely,
_____Yes, my child may participate in the Mindfulness action research survey.
_____ No, my child cannot participate in the Mindfulness action research survey.
Parent/Guardian Signature____________________________________Date______________
***Please keep one copy of the consent and have your student return the signed form to Mrs.
Ciacchella
March 2019
APPENDIX C: Consent Form Students at Holly
Dear Student,
We are part of an Educational Specialist cohort in Leadership from Oakland University

conducting action research on the effectiveness of Mindfulness practices at Green Elementary.
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Our research questions include: How the use of Mindfulness practices at Green Elementary
School and a classroom in Holly Middle School are helping to meet the social-emotional needs
of students’ behaviors in the classroom and how effective Mindfulness practices are on the
academic focus and motivation within the classroom setting.
We are seeking your consent to have you fill out an anonymous survey about your experience on
Green Elementary’s use of Mindfulness practices. The survey will be given to you in the month
of May. All data from the survey will remain anonymous. All of the information collected is
confidential. Participation is voluntary and you can withdraw your consent at any time without
risk or penalty. There is no risk to you if you choose to take this survey or choose not to take this
survey. This will not impact your grade. If you agree to participate, please sign the consent
form below. If you choose not to participate please return the survey. Thank you for your time.
Sincerely,

I, _________________________________, (print your name) understand and consent to taking a

survey regarding my attitude toward Mindfulness practice in the classroom.
Again, taking the survey is voluntary and the survey will remain anonymous.
Please contact Meghan Ciacchella, 2nd-grade teacher, Green Elementary School with questions
regarding the research or consent at 586-493-5280 or Lindson Feun, Ph.D., Faculty Sponsor,
Oakland University, 248-877-6565.
Signature of Student__________________________________________Date______________
**Please keep one copy for the consent and return the second copy to Meghan Ciacchella.
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APPENDIX D: Consent Form and Faculty
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APPENDIX E: Surveys
Date:________________Grade Level:______Gender: M or F
Mindfulness Survey
Directions: Please rate yourself by circling/highlighting ONE box on how you feel
for each Mindfulness activity listed. Be honest and thank you for your time!
SECTION A: MINDFUL MUSIC ENTERING THE SCHOOL

4
Does the Mindful music 3
1. help you to focus better? 2
1
4
2.
help you to feel happier? 2
1
4
3.
help you to feel calmer? 2
1
4
Does the Mindful music
3
4. help you to feel less
2
stressed about the day?
1
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SECTION B: BUILDING BROADCAST MINDFULNESS

4
When the Mindful Chimes
3
5. are played, does this help 2
you to focus?
1
4
3
6. are played, does it help
2
you to feel calmer?
1
4
3
7. are played, does it help
2
you to feel less anxious?
1
4
When Mindful Moments
3
8. are read, do they help
2
you to feel more focused?
1
4
When Mindful Moments
3
9. are read, do they help
2
you to feel calmer?
1
10. List other Mindful activities you find helpful:

11. Additional Comments about Mindfulness?
Page | 70
SECTION C: CLASSROOM MINDFULNESS

4
When the Mindful
3
Chimes are played, does
12. 2
this help you to focus?
1
When the Mindful 4

Chimes are played, does 3
13. 2
it help you to feel
calmer? 1
When the Mindful 4

Chimes are played, does 3
14. 2
it help you to feel less
anxious? 1
4
How often are the
3
15. chimes used in your
2
classroom?
1
4
How often do you ask for 3
16.
a Mindful minute? 2
1
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4
When the Mindful music
3
17. is played, does this make
2
you more calm?
1
When the Mindful music 4

is played during work 3
18. 2
time, does it help you
focus? 1
When the Mindful music 4

is played during work 3
19. 2
time, does it help you
feel less anxious? 1
20. Additional Comments:
Thank you for taking our survey!
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ONLINE SURVEY
Page | 89
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An Evaluation of Student Social/Emotional Well Being as Impacted by Mindfulness Practices:

A Study of Two Schools
Researchers: Meghan Ciacchella, Sarah Hensien, Tracey Jensen, Monica Turner
Questions Posed Action/Evaluation Resources

1. How effective is mindfulness on student ● Office Survey Evaluation: ● Green School Student Behavior
discipline, specifically in relation to the Survey of referrals before program initiative as Data
number of referrals? opposed to after program. ● Student Behavior Data from
various schools.
● Social Worker student ratio data
2. How has mindfulness impacted student ● Student Survey pre/post ● SIP data
social behaviors for those students ● Teacher Survey pre/post ● MISChools Data Report
classified with anxiety issues, ADHD, and or ● Social Worker responses pre/post ● Teacher Data Reports
general classroom behavioral issues? ● Parent survey pre/post ● Staff Surveys
● Anecdotal Records
3. How has the use of mindfulness ● Survey Students pre/post ● Test scores pre/post
practices impacted student anxiety in ● Teacher survey pre/post ● Chimes
relation to student academic ● Parent survey pre/post ● Mindfulness music
performance? ● DRA testing pre/post
● MLPP testing pre/post
● Writing scores pre/post
4. How does the use of mindfulness ● Teacher Survey ● Anecdotal Records

activities as rewards and/or incentives number of behavior issues before mindfulness ● Behavior Tickets
impact frequency of classroom disruptions incentives are initiated ● Data Tracking of level of class
by those students prone to ADHD, anxiety ● Student Survey disruptions.
issues, and/or social issues? ● ● Data reports
● YouTube Mindfulness video
● Online Activities
5. How does the use of mindfulness ● Student survey ● Mindful chimes

practices before the start of the school day ● Teacher survey ● Mindful moment and situation
impact student social/emotional states? ● Parent survey ● Mindful activities
● ● Mindful music
6. How has mindfulness impacted ● Student Grades ● PowerSchool Data

summative assessment performance for ● Mid-marking reports ● Needs Assessment
those students classified with anxiety ● Report Card comments ● RTI data
issues, ADHD, and or general classroom ● ● Summative Scores in relation to
behavioral issues? previous scores
● Online assessment
Page | 91

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ACTION RESEARCH ON MINDFULNESS: TWO SCHOOLS

“MINDing Our Minds”

Meghan Ciacchella, Sarah Hensien, Tracey Jensen, Monica Turner

Chapter 1 Introduction……………………………………………………………….. p.5

Chapter 2 Review of the Literature………………………………………………….. p.9

Chapter 3 Method of the Study……………………………………………………..... p.14

Chapter 4. Results of the Study……………………………………………………..... p.24

Chapter 5 Conclusions and Recommendations……………………………………... p.48

Appendix A Consent Form-Administrator…………………………………………….. p.63

Appendix B Consent Form Students at Green Elementary……………………………. p.64

Appendix C Consent Form Students at Holly Middle School……………………….... p.65

Appendix D Consent Form Faculty at Green Elementary ...………………………...... p.66

Appendix E Surveys…..……………………………………………………………..... p.69

research with confidentiality and expertise.

other behavioral impairments.

in a specific classroom. Educators within America’s system, specifically in Michigan, currently

with multifaceted and somewhat problematic online standardized assessment requirements.

current generation of students’ social and emotional development, particularly in Michigan.

other students on the Special Education or social work caseload.

Mindfulness programs already established through the administration of a variety of qualitative

informal observations, teacher reflections and feedback, as well as administrative interviews.

ASSUMPTIONS and LIMITATIONS:

Students selected in this evaluation responded as accurately as possible. The participants

Mindfulness: According to Jon Kabat-Zinn, mindfulness means, “Paying attention in a particular

way: on purpose, in the present moment, and nonjudgmentally.”

IEPs: Individualized Educational Plans.

SEL/SED: Social and emotional learning/development of a child’s development.

classroom impact student social development and overall well-being?

classroom impact student emotional development and overall well-being?

CHAPTER 2: REVIEW OF THE LITERATURE

developmentally appropriate for student social and emotional development (SED).

being at both the elementary and middle school buildings.

Educational institutions have demonstrated an insurgence in student referrals amongst

(Michigan Virtual, 2018; Campbell, 2013; Healy, 2019).

Mindfulness, originally founded as a “Buddhist practice” whose purpose was to “attend to

relevant aspects of experience in a nonjudgmental manner” while serving to “alleviate suffering

Furthermore, Ludwig and Kabat-Zinn’s (2008) research summarized numerous medical

reduced bilateral amygdala activity” (p. 1351, 2008).

“Mindfulness-based approach (MBI)” instituted reported “improved cognition and executive

Y., 2017; Haupt, A. 2016).

Research continues to develop and uncover numerous benefits for implementation of

The benefits of mindfulness strategies continue to mount demonstrating that mindfulness

“significantly less(en) hyperactive behavior, ADHD symptoms, and inattentiveness,” demonstrate

an improvement in “pro-social behaviours,” while also demonstrating positive effects with

students in high-risk or “low-income populations” when using Mindful interventions such as

students increased their overall positive self-image by an astounding 83% as reported by

MindUP™ foundation (2019). Additionally, students that utilized mindfulness practices or

into communities (Haupt, 2016).

CHAPTER 3: METHOD OF STUDY

sections of grades sixth through eighth located in Holly, Michigan.

(see Appendix D).

Likert scale questions as well.

Holly, Michigan. All copies of surveys can be found in our Appendix E.

involved in the action research study.

time during the 2018-2019 school year.

move-in students added to the study during the program evaluation.

participate in Google surveys.

The second-grade students at Green Elementary in Chesterfield, Michigan were first

classroom after lunch.

D below for a sample of the second-grade survey administered.

Research study included but were not limited to:

● anecdotal records by the second and seventh grade teachers.

● Formal observations from other educators.