Does a teacher-led mindfulness intervention improve student outcomes?
Grant number: DP190100504 | Funding period: 2019 - 2022
This project aims to determine if improving teacher knowledge and practice of mindfulness in the classroom, can lead to better child attention and school functioning outcomes during the early primary school years. Mindfulness is an approach that aims to improve attention, self-regulation, mental health, and cognitive functioning. Expected outcomes include new knowledge as to whether mindfulness can be integrated into classroom practice, how to best implement it, student benefits and cost-effectiveness. Findings will inform schools as to whether this approach can support students in making a positive transition to primary school that can place them on positive academic and well-being pathways..View full description
Related publications (1)
Can a teacher-led mindfulness intervention for new school entrants improve child outcomes? Protocol for a school cluster randomised controlled trial.
Jon L Quach, Ben Deery, Margaret Kern, Janet Clinton, Lisa Gold, Francesca Orsini, Emma Sciberras
INTRODUCTION: The first years of school are critical in establishing a foundation for positive long-term academic, social and well..