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Annotated Bibliography

Name

Institutional

Course
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Annotated Bibliography

Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1), 19-

24.

To determine if mindfulness instruction should be incorporated into curriculum at all

levels of formal education to help students be more successful in their academic pursuits, Leland

(2015), performed a thorough review of research which was conducted using primary and

secondary sources of the possible applications and results of mindfulness in education.

According to the study, mindfulness has long been used for personal growth in Eastern spiritual

traditions, and educators and educational institutions have just recently begun to investigate its

utility in schools. Mindfulness training can be beneficial in assisting students in becoming more

successful learners and connected members of a learning community. the task or lesson at hand

and filter out distractions.

The author went ahead to state that mindfulness training proven effective in a number of

ways, including limiting the effects of harassment, helping children with learning difficulties,

supporting students prepare for careers that require a great deal of passion or pressure, and

coaching. According the findings, kids who do have mindfulness as part of the school curriculum

may gain personally and academically. Some studies look at the impact of mindfulness on

specific attributes that influence student success, such as general learning skills that affect

academic performance, critical thinking skills, behavior and self-control, and job-specific skills

developed in some graduate and professional degree programs. In schools, mindfulness has been

explored as a way to reduce the detrimental impacts of bullying. Mindfulness can be used to

benefit students with learning impairments, according to some research (Leland, 2015). Coaches

of student athletes have also been given mindfulness training.

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The study concludes that since mindfulness appears to have a meaningful and potentially

vital role in education, it should most likely be introduced into curriculum at all levels of school

to assist students in becoming more successful. Students who have been taught mindfulness are

more likely to follow school rules; in fact, schools have experienced huge reductions in behavior

problems such as bullying since implementing mindfulness teaching.

Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J. (2013). Feasibility and

preliminary outcomes for move-into-learning: an arts-based mindfulness classroom

intervention. The Journal of Positive Psychology, 8(3), 233-241.

According to Klatt and other writers, (2013), teachers' perceptions of Move-Into-

Learning (MIL), an eight-week school-based Mindfulness-based intervention (MBI) aimed to

reduce stress and enhance conduct in at-risk primary pupils, were studied in this feasibility

research. Using a pretest to posttest single group design, MIL was applied with two classrooms

of third-grade students (n = 41) in a low-income, urban community. One of the two classrooms

(n = 20) completed a two-month follow-up measure to assess the results' long-term viability

(pg236).

Mindfulness, or the skill of being in the present moment, is taught through mindfulness-

based interventions (MBIs), such as mindful yoga (Klatt et al., 2013). Mindfulness is a

consciousness practice that enables non-confrontational attention from one's emotions and

experiences. MBIs have been shown to be an effective technique for children and young adults to

reinterpret stress, regulate their response to stress, and improve their focus and used in the

classroom. The use of such therapies on a regular basis may aid with concentration and mood

control, and it has a strong correlation with the presentation of behavioral inhibition. All teachers

felt MIL was realistic and appropriate for teaching stress-reduction tactics within their classroom
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context based on the trials conducted utilizing MIL. They became particularly taken with the

program's musical combination, which they felt had a synergistic effect.

According to the findings, introducing coping skills in the classroom at a young age may

be beneficial because preventive strategies can be used for a lifetime. MIL was practicable and

acceptable to urban third-grade students and teachers as an arts-based mindfulness intervention,

but it requires more systematic research to determine intervention benefits. The teaching staff

were able to prove that the MIL programs help to improve the concentration of students and

general focus. Also, the students were able to show that the programs were somewhat much

helpful in their learning aids and lesson concentrations.

https://blog.worldcampus.psu.edu/mindfulness-can-increase-your-concentration-and-

lower-stress/

The author of the article believes that mindfulness can help pupils focus and reduce

stress, as well as assist the brain establish new neuronal pathways. As a proponent of meditation,

the writer states that he has been practicing mindfulness since it is peaceful and has numerous

benefits, both physical, mental, and emotional development.

The writer defines mindfulness as a state of being fully present in each moment,

including our cognition, emotions, physical reactions, and environments. Meditation is a

mindfulness method that can help you increase your focus and relieve stress. Acceptance is also

a part of mindfulness in everyday situations. This indicates that we do not pass judgment on our

emotional responses, but instead allow everything to be fully addressed. Practicing mindfulness,

for instance, enables us all embrace how we feel in just about any given moment and offer

ourselves a sense of freedom, instead of thinking that our emotions or thoughts must be

categorized as right or wrong. People are also focused on the now, so they do not think about the
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past or anticipating the future. As I previously stated, this can aid in the stabilization of our

emotions, such as rage, fear, or grief.

When referring to students, the writer stated that practice of mindfulness aids the

development of new neural networks in the brain. The effectively retraining your brain to find

better and new methods to handle activities and cope with stress and emotions through creating

neural networks. You're also assisting yourself in improving your focus. In fullness has been

demonstrated to enhance gray matter in the brain in studies. When compared to the other brain

regions, gray matter contains the majority of the real brain cells. An increase in density could

indicate an increase in cell connection, and vice versa. As a result, mindful practice is able to

improve the cognitive abilities of learners, both old and young thus enhancing concentration and

focus.

Albrecht, N. J., Albrecht, P. M., & Cohen, M. (2012). Mindfully teaching in the classroom:

a literature review. Australian Journal of Teacher Education, 37(12), 1-14.

According to Albrecht, Albrecht, & Cohen (2012), the practice of mindfulness is

becoming more popular in schools all across the world. They state in details some of the key

principles and practices related with mindfulness in the study, as well as examining other studies

addressing the process of mindfulness teacher training. Mindfulness has the ability to improve

teaching process, teacher-student interactions, and educational strategies, as according to

the initial research in this emerging field. Before instructors can feel more comfortable and start

teaching mindfulness in the classrooms, mindfulness instructors recommend that they integrate

and practice mindfulness in their very own lives. A critical analysis and evaluation of school-

based mindfulness programs is proposed as a way to improve our knowledge and understanding

in this area.
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The authors give us an understanding that teachers have been demonstrated to benefit

from mindfulness techniques in terms of stress reduction, behavior management skills, and self-

esteem. Instead of feeling overwhelmed by the enormous number of learning outcomes they

were supposed to teach, some instructors discovered they were able to obtain a holistic view of

the curriculum and so convey crucial concepts to pupils (Albrecht, Albrecht & Cohen, 2012).

According to mindfulness instructors and research, teachers must embody and practice

mindfulness in their own lives before they can feel comfortable and effectively teach

mindfulness in the classroom. This does not, however, restrict professors and students from

working together in the classroom. It was also suggested that adopting a complete school

approach to mindfulness, rather than only having particular year levels and instructors master the

technique, might be more beneficial.

In conclusion, a detailed investigation and synthesis of the variety of mindfulness

programs now being implemented will be one of the first steps needed to understand this topic.

In order to make sense of literature from a variety of disciplines and methodological approaches,

a theoretical framework designed specifically for educational settings is also required (Albrecht,

Albrecht & Cohen, 2012).

Wilde, S., Sonley, A., Crane, C., Ford, T., Raja, A., Robson, J., ... & Kuyken, W. (2019).

Mindfulness training in UK secondary schools: a multiple case study approach to

identification of cornerstones of implementation. Mindfulness, 10(2), 376-389.

The study was conducted to investigate some of the ways of implementing firmly MT in

schools for learning aiding. The researchers, Wilde and his counter parts, (2019) employed

a qualitative case study design, which investigated the facilitators and challenges to the adoption

of mindfulness training (MT) in seven secondary/high schools. The effective implementation for
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each school was found different. Within the schools, individual interviews were conducted with

head teachers, members of senior management groups, and members of staff associated with the

implementation of MT. Furthermore, focus groups with other members of the school personnel

were held to collect a diverse range of viewpoints and perspectives (Wilde et al., 2019).

Several essential features emerged from the case studies, suggesting four cornerstones for

successful MT in school implementation. People, particularly the need for committed individuals

to champion the approach within their schools, with the support of members of the senior

leadership teams; resources, both resources and financial resources required to train and delivery

of MT; journey, designed to reflect the truth that integration requires time and could be a non-

linear procedure with stops and starts; and finally perceptions, highlighting the importance of

members of the school community sharing their perspectives.

According to data from interviews and focus groups contextual elements were the key to

implementation. That is, where the environment (setting, culture, and resources) was favorable to

MT, implementation went more smoothly. However, the study had a disadvantage in that the

fraction of schools in the UK that are now engaged in mindfulness training in any systematic

fashion is still low, and identifying such schools was difficult, limiting the sample of schools that

could be included in the study.

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References

Albrecht, N. J., Albrecht, P. M., & Cohen, M. (2012). Mindfully teaching in the classroom: a

literature review. Australian Journal of Teacher Education, 37(12), 1-14.

https://blog.worldcampus.psu.edu/mindfulness-can-increase-your-concentration-and-lower-

stress/

Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J. (2013). Feasibility and

preliminary outcomes for move-into-learning: an arts-based mindfulness classroom

intervention. The Journal of Positive Psychology, 8(3), 233-241.

Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1), 19-24.

Wilde, S., Sonley, A., Crane, C., Ford, T., Raja, A., Robson, J., ... & Kuyken, W. (2019).

Mindfulness training in UK secondary schools: a multiple case study approach to

identification of cornerstones of implementation. Mindfulness, 10(2), 376-389.