How Mindfulness Strategies Can Support Social and Emotional Learning Skill Development for Elementary Grade Students With Emotional and Behavioral Disorders

Abstract

The best social and emotional learning (SEL) curriculum can be difficult to implement when students with or at risk for emotional and behavioral disorders (EBD) are unregulated and unprepared to engage in instruction. Daily mindfulness practices can help students with and at risk for EBD regulate their emotions and behaviors and be prepared for instruction. In this article, we provide examples and models of how informal mindfulness strategies can be incorporated into the elementary classroom to support student SEL growth. We also address how SEL instruction can be intensified using explicit mindfulness intervention programs to help meet the needs of students with EBD.

Keywords

emotional and behavioral disorders mindfulness social and emotional learning elementary

Get full access to this article

View all access options for this article.

References

Achilles

G. M.

McLaughlin

M. J.

Croninger

R. G.

(2007). Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the SEELS national dataset. Journal of Emotional and Behavioral Disorders, 15, 33–45. https://doi.org/10.1177/10634266070150010401

Bearss

Johnson

Handen

Smith

Lawrence

(2013). A pilot study of parent training in young children with autism spectrum disorders and disruptive behavior. Journal of Autism and Developmental Disorders, 43, 829–840. https://doi.org/10.1007/s10803-012-1624-7

Black

D. S.

Fernando

(2014). Mindfulness training and classroom behavior among lower income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246. https://doi.org/10.1007/s10826-013-9784-4

Bottiani

J. H.

Duran

C. A.

Pas

E. T.

Bradshaw

C. P.

(2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002

Brensilver

(n.d.). Integrating mindfulness and SEL programs. https://www.mindfulschools.org/foundational-concepts/integrating-mindfulness-social-emotional-learning-programs/

Centers for Disease Control and Prevention. (2021a). Data and statistics on ADHD. https://www.cdc.gov/ncbddd/adhd/data.html

Centers for Disease Control and Prevention. (2021b). Data and statistics on autism spectrum disorder. https://www.cdc.gov/ncbddd/autism/data.html

Coholic

Eys

Lougheed

(2012). Investigating the effectiveness of an arts-based and mindfulness-based group program for the improvement of resilience in children in need. Journal of Child and Family Studies, 21(5), 833–844. https://doi.org/10.1007/s10826-011-9544-2

De Calvalho

Pinto

Marôco

. (2016). Results of a mindfulness-based social-emotional learning program on Portuguese elementary students and teachers: A quasi-experimental study. Mindfulness, 8, 337–350. https://doi.org/10.1007/s12671-016-0603-z

10.

Estrapala

Bruhn

A. L.

Rila

(2021). Behavioral self-regulation: A comparison of goals and self-monitoring for high school students with disabilities. Journal of Emotional and Behavioral Disorders, 30(3), 171–184. https://doi.org/10.1177/10634266211051404

11.

Felver

J. C.

Frank

J. L.

McEachern

A. D.

(2014). Effectiveness, acceptability, and feasibility of the soles of the feet mindfulness-based intervention with elementary school students. Mindfulness, 5(5), 589–597. https://doi.org/10.1007/s12671-013-0238-2

12.

Flook

Smalley

S. L.

Kitil

M. J.

Galla

B. M.

Kaiser-Greenland

Locke

Ishijima

Kasari

(2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. https://doi.org/10.1080/15377900903379125

13.

Gage

N. A.

McDaniel

(2012). Creating smarter classrooms: Data-based decision making for effective classroom management. Beyond Behavior, 22(1), 48–55. https://doi.org/10.1177/10742956120220010

14.

Greenberg

M. T.

Harris

A. R.

(2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161–166. https://doi.org/10.1111/j.1750-8606.2011.00215.x

15.

Hwang

Y. S.

Noh

J. E.

Medvedev

O. N.

Singh

N. N.

(2019). Effects of a mindfulness based program for teachers on teacher wellbeing and person-centered teaching practices. Mindfulness, 10, 2385–2402. https://doi.org/10.1007/s12671-019-01236-1

16.

Individuals with Disabilities Education Act of 2004. 20 U.S.C. § 1400 et seq. (2004)

17.

Jackman

Nabors

McPherson

Quaid

Singh

(2019). Feasibility, acceptability, and preliminary effectiveness of the OpenMind (OM) program for pre-school children. Journal of Child and Family Studies, 28, 2910–2921. https://doi.org/10.1007/s10826-019-01506-5

18.

Kabat-Zinn

(2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy/bpg016

19.

Kam

C. M.

Greenberg

M. T.

Kusch

C. A.

(2004). Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12(2), 66–78. https://doi.org/10.1177/10634266040120020101

20.

Lane

K. L.

Menzies

H. M.

Ennis

R. P.

Oakes

W. P.

(2015). Supporting behavior for school success: A step-by-step guide to key strategies. Guilford Press.

21.

Lantieri

Zakrzewski

(2015). How SEL and mindfulness can work together. Greater Good Science Center. http://greatergood.berkeley.edu/article/item/how_social_emotional_learning_and_mindfulness_can_work_together

22.

Lassander

Hintsanen

Suominen

Mullola

Fagerlund

Vahlberg

Volanen

(2020). The effects of school-based mindfulness intervention on executive functioning in a cluster randomized controlled trial. Developmental Neuropsychology, 45(7–8), 469–484. https://doi.org/10.1080/87565641.2020.1856109

23.

Lawlor

M. S.

(2016). Mindfulness and social emotional learning (SEL): A conceptual framework. In Schonert-Reichl

K. A.

Roeser

R. W.

(Eds.), Handbook of mindfulness in education (pp. 65–80). Springer. https://doi.org/10.1007/978-1-4939-3506-2

24.

LeBuffe

P. A.

Shapiro

V. B.

Robitaille

J. L.

(2018). The Devereux Student Strengths Assessment (DESSA) comprehensive system: Screening, assessing, planning, and monitoring. Journal of Applied Developmental Psychology, 55, 62–70. https://doi.org/10.1016/j.appdev.2017.05.002

25.

Malboeuf-Hurtubise

Taylor

Mageau

G. A.

(2019). Impact of a mindfulness-based intervention on basic psychological need satisfaction and internalized symptoms in elementary school students with severe learning disabilities: Results from a randomized cluster trial. Frontiers in Psychology, 10, Article 2715. https://doi.org/10.3389/fpsyg.2019.02715

26.

Maloney

J. E.

Lawlor

M. S.

Schonert-Reichl

K. A.

Whitehead

(2016). A mindfulness based social and emotional learning curriculum for school-aged children: The MindUP Program. In Schonert-Reichl

K. A.

Roeser

R. W.

(Eds.), Handbook of mindfulness in education (pp. 313–334). Springer. https://doi.org/10.1007/978-1-4939-3506-2_20

27.

Martin

E. W.

Martin

Terman

D. L.

(1996). The legislative and litigation history of special education. Special Education for Children with Disabilities, 6(1), 25–39. https://doi.org/10.2307/1602492

28.

Meiklejohn

Phillips

Freedman

M. L.

Griffin

M. L.

Biegel

Roach

Frank

Burke

Pinger

Soloway

Isberg

Sibinga

Grossman

Saltzman

(2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. https://doi.org/10.1007/s12671-012-0094-5

29.

Mendelson

Greenberg

M. T.

Dariotis

J. K.

Gould

L. F.

Rhoades

B. L.

Leaf

P. J.

(2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985–994. https://doi.org/10.1007/s10802-010-9418-x

30.

Minkos

M. L.

Gelbar

N. W.

(2021). Considerations for educators in supporting student learning in the midst of COVID-19. Psychology in the Schools, 58(2), 416–426. https://doi.org/10.1002/pits.22454

31.

National Center for Education Statistics. (2022). Students with disabilities. https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities

32.

National Education Association. (2022, February 1). NEA survey: Massive staff shortages in schools leading to educator burnout; alarming number of educators indicating they plan to leave profession. https://www.nea.org/about-nea/media-center/press-releases/nea-survey-massive-staff-shortages-schools-leading-educator

33.

Office of Elementary and Secondary Education, & U.S. Department of Education. (2021, April 22). American Rescue Plan Act Elementary and Secondary School Emergency Relief Fund. Federal Register. https://www.federalregister.gov/documents/2021/04/22/2021-08359/american-rescue-plan-act-elementary-and-secondary-school-emergency-relief-fund

34.

Pressley

Learn

(2021). Teacher stress and anxiety during COVID-19: An empirical study. School Psychology, 36(5), 367–376. https://doi.org/10.1037/spq0000468

35.

Saltzman

(2011). Mindfulness: A guide for teachers. The Center for Contemplative Mind in Society. http://www.contemplativemind.org/Mindfulness-A_Teachers_Guide.pdf

36.

Santonastaso

Zaccari

Crescentini

Fabbro

Capurso

Vicari

Menghini

(2020). Clinical application of mindfulness-oriented meditation: A preliminary study in children with ADHD. International Journal of Environmental Research and Public Health, 17(18), Article 6916. https://doi.org/10.3390/ijerph17186916

37.

Schonert-Reichl

K. A.

Oberle

Lawlor

M. S.

Abbott

Thomson

Oberlander

T. F.

Diamond

(2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454

38.

Schonert-Reichl

K. A.

Roeser

R. W.

(2016). Mindfulness in education: Introduction and overview of the handbook. In Schonert-Reichl

K. A.

Roeser

R. W.

(Eds.), Handbook of mindfulness in education (pp. 313–334). Springer.

39.

Semple

R. J.

Lee

Rosa

Miller

L. F.

(2010). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229. https://doi.org/10.1007/s10826-009-9301-y

40.

Shapiro

S. L.

Carlson

L. E.

Astin

J. A.

Freedman

(2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386. https://doi.org/10.1002/jclp.20237

41.

Sibinga

E. M.

Perry-Parrish

Thorpe

Mika

Ellen

J. M.

(2014). A small mixed method RCT of mindfulness instruction for urban youth. Explore, 10(3), 180–186. https://doi.org/10.1016/j.explore.2014.02.006

42.

Thierry

K. L.

Bryant

H. L.

Nobles

S. S.

Norris

K. S.

(2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27(6), 805–821. https://doi.org/10.1080/10409289.2016.1141616

43.

U.S. Department of Education. (2021). 43rd annual report to congress on the implementation of the Individuals with Disabilities Education Act, 2021. https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf

44.

Van Dam

N. T.

Van Vugt

M. K.

Vago

D. R.

Schmalzl

Saron

C. D.

Olendzki

Meissner

Lazar

S. W.

Kerr

C. E.

Gorchov

Fox

K. C. R.

Field

B. A.

Britton

W. B.

Brefczynski-Lewis

J. A.

Meyer

D. E

. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61. https://doi.org/10.1177/1745691617709589

45.

Van der Oord

Bögels

S. M.

Peijnenburg

. (2012). The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of Child and Family Studies, 21(1), 139–147. https://doi.org/10.1007/s10826-011-9457-0

46.

Vidair

H. B.

Sauro

Blocher

J. B.

Scudellari

L. A.

Hoagwood

K. E.

(2014). Empirically supported school based mental health programs targeting academic and mental health functioning. In Walker

H. M.

Gresham

F. M.

(Eds.), Handbook of evidence-based practices for emotional and behavioral disorders (pp. 15–53). Guilford Press.

47.

Zolkoski

S. M.

Lewis-Chiu

(2019). Alternative approaches: Implementing mindfulness practices in the classroom to improve challenging behaviors. Beyond Behavior, 28(1), 46–54. https://doi.org/10.1177/1074295619832943