Student perceptions of participating in a mindfulness-based program in school: A photovoice-informed case study — ASN Events
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Student perceptions of participating in a mindfulness-based program in school: A photovoice-informed case study (#659)

Lisa Armstrong 1 , Shannah Dutrisac 1 , Kate Storey 2
  1. Department of Psychology, Red Deer Polytechnic, Red Deer, Alberta, Canada
  2. School of Public Health, University of Alberta, Edmonton, Alberta, Canada

Background

Wellbeing in school-aged children is a growing public health concern that exists on a global scale (UNICEF, 2021). Implementing positive, holistic, strengths-based approaches to improve children’s abilities to adapt, manage, and/or cope with and within their environments are important facets to promoting complete wellbeing. One approach to addressing the problem of wellbeing in school-aged children includes implementing positive, school-based health promotion initiatives.  

Aims

While research demonstrating the utility of mindfulness-based initiatives in schools for promoting student wellbeing continues to grow (e.g., Flook et al., 2015; Razza et al., 2015; Zelazo et al., 2018), what is lacking from this body of research is an explicit focus on student voices and perspectives. Therefore, the present study explored elementary-aged students’ perceptions of their experiences and the impacts of participating in a mindfulness-based initiative, the HeartMath Pilot Program, in the classroom.  

Method

 A qualitative case study utilizing a photovoice-informed method was conducted to gain an understanding of students’ experiences. Participants recruited for this study included 46 fifth-grade students at a public elementary school in a mid-sized city in central Canada. The participants took photos to document and record their experiences in the program (see Wang & Burris, 1997) and participated in online discussion groups. 

Results

 Thematic analyses informed by Braun and Clarke’s (2022) framework indicated that students perceived the impact of the HeartMath Pilot Program to include an experience of calm, primarily elicited by mindful breathing, and this was facilitated by practicing in a quiet space, with friends, and/or with a designated teddy bear. Analyses further suggest that practicing mindfulness-based skills aided the students in reducing stress and facilitated pro-social skills. 

Conclusion

By providing an avenue for elementary-aged students to share their experiences in their own words, these findings inform contextual implementation considerations for future research and practice of mindfulness-based initiatives with students in school-based settings.

 

  1. United Nations Children’s Fund (2021). The state of the world’s children 2021: On my mind – promoting, protecting and caring for children’s mental health. UNICEF, New York.
  2. Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Developmental Psychology, 51(1), 44.
  3. Razza, R. A., Bergen-Cico, D., & Raymond, K. (2015). Enhancing preschoolers’ self-regulation via mindful yoga. Journal of Child and Family Studies, 24(2), 372-385.
  4. Zelazo, P. D., Forston, J. L., Masten, A. S., & Carlson, S. M. (2018). Mindfulness plus reflection training: Effects on executive function in early childhood. Frontiers in Psychology, 9, 208.
  5. Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387.
  6. Braun, V. & Clarke, V. (2022). Thematic analysis: A Practical Guide. Sage.
  • Please select up to 3 keywords from the following list to best describe your submission content: Coping and Emotion Regulation, Mindfulness
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