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. 2017 Jan;54(1):53-69.
doi: 10.1002/pits.21979. Epub 2016 Nov 28.

A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers

Jacinda K Dariotis  1   2 , Roxanne Mirabal-Beltran  3 , Fallon Cluxton-Keller  3 , Laura Feagans Gould  4 , Mark T Greenberg  5 , Tamar Mendelson  6
Affiliations

A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers

Jacinda K Dariotis et al. Psychol Sch. 2017 Jan.

Abstract

Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators - students and their classroom teachers - merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.

Keywords: barriers; facilitators; implementation; mindfulness; program delivery; qualitative; school-based; schools; students; teachers; urban; yoga.

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References

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