A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers
Jacinda K Dariotis, Roxanne Mirabal-Beltran, Fallon Cluxton-Keller, Laura Feagans Gould, Mark T Greenberg, Tamar Mendelson, Jacinda K Dariotis, Roxanne Mirabal-Beltran, Fallon Cluxton-Keller, Laura Feagans Gould, Mark T Greenberg, Tamar Mendelson
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.
Source: PubMed