Identifying barriers and facilitators to implementing mindfulness-based programmes into schools: A mixed methods study

Dong Nguyen, Nicholas J. Kleeman, Zali Yager, Alexandra G. Parker, Mandie B. Shean, Willow Jefferies, Elisabeth Wilson-Evered, Christopher P. Pucinischi, Michaela C. Pascoe

Research output: Contribution to journalArticleResearchpeer-review

7 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)1172-1188
Number of pages17
JournalApplied Psychology: Health and Well-Being
Volume14
Issue number4
DOIs
Publication statusPublished - Nov 2022
Externally publishedYes

Keywords

  • implementation
  • mindfulness programme
  • school
  • stress management
  • theoretical domains framework

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