Start date:
September 2017
Funder(s):
Higher Education Funding Council for Wales
Status:
Current

Research Questions

  • How can a mindfulness approach contribute to the development of the Health and Wellbeing AoLE in a pioneer primary school?
  • What processes support such an intervention?
  • What are the perceptions of pupils, teachers and parents regarding the approach?
  • What is the impact of such an approach on pupil views of themselves as confident learners (particularly those perceived to be from disadvantaged backgrounds)?
Picture 1: children leading mindfulness sessions in their classrooms
Picture 1: children leading mindfulness sessions in their classrooms

Aim


Exploration of implementation of a mindfulness intervention in a pioneer primary school; how successful this is perceived to be by staff, pupils and parents; and how participation impacts on pupil perceptions of themselves as learners.

Background
Schools that tackle the impact of disadvantage use a range of approaches and interventions (Keane, 2011). Mindfulness-based approaches ‘hold promise’ in relation to improving cognitive performance and resilience. When well taught and practiced regularly approaches may improve mental health and wellbeing, mood, self esteem, self regulation, positive behaviour and academic learning (eg Weare, 2013). However, evidence base is ‘underpowered’ (Zenner et al, 2014).

Picture 2: Teachers and parents engaging in mindfulness sessions in order to explore the approach directly.
Picture 2: Teachers and parents engaging in mindfulness sessions in order to explore the approach directly.

Method & Sample


Semi-structured interviews with a sample of:
School staff (N=6)
Children  (N=8)
Parents (N=6)
Attitudinal surveys of pupils, pre and post intervention (N=30)
One pioneer primary school in west Wales.  E-FSM approximately 35%; NOR approx. 300.


Research team
Helen Lewis
University of Wales Trinity Saint David

Themes: Education