Identifying barriers and facilitators to implementing mindfulness-based programmes into schools: A mixed methods study.
implementation
mindfulness programme
school
stress management
theoretical domains framework
Journal
Applied psychology. Health and well-being
ISSN: 1758-0854
Titre abrégé: Appl Psychol Health Well Being
Pays: England
ID NLM: 101502957
Informations de publication
Date de publication:
11 2022
11 2022
Historique:
received:
24
07
2021
accepted:
23
11
2021
pubmed:
16
12
2021
medline:
11
11
2022
entrez:
15
12
2021
Statut:
ppublish
Résumé
Mindfulness-based initiatives have been shown to improve psychological wellbeing and increase academic engagement in school settings. The current study explored barriers and facilitators to the implementation of mindfulness-based (MB) programmes in schools. Ninety-five teachers completed an online survey, and six principals were interviewed, with questions for both informed by the Theoretical Domains Framework (TDF). Quantitative data was analysed via descriptive statistics and independent sample t tests. Qualitative interview data were analysed via thematic analysis. Teachers reported facilitators to successful MB programme implementation as self-efficacy and motivation, knowledge about MB programmes, acceptance of responsibility to deliver MB programmes and belief of negative consequences if MB programmes are not delivered. Principals reported organisational-level facilitators as having a school-wide positive education framework relevant to the school context, taking a long-term approach, school leaders supporting the initiatives and understanding the evidence behind MB programmes and empowering staff to engage in mindfulness. Individual-level facilitators included staff buy-in and commitment to practice and understanding mindfulness. Barriers included time, resources/money, staff buy-in and competing strategic priorities within the school. These findings are important for consideration by policymakers determining the way forward for more widespread implementation of MB programmes in Australia.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1172-1188Informations de copyright
© 2021 The International Association of Applied Psychology.
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