TY - JOUR
T1 - Identifying barriers and facilitators to implementing mindfulness-based programmes into schools
T2 - A mixed methods study
AU - Nguyen, Dong
AU - Kleeman, Nicholas J.
AU - Yager, Zali
AU - Parker, Alexandra G.
AU - Shean, Mandie B.
AU - Jefferies, Willow
AU - Wilson-Evered, Elisabeth
AU - Pucinischi, Christopher P.
AU - Pascoe, Michaela C.
N1 - Publisher Copyright:
© 2021 The International Association of Applied Psychology.
PY - 2022/11
Y1 - 2022/11
N2 - 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.
AB - 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.
KW - implementation
KW - mindfulness programme
KW - school
KW - stress management
KW - theoretical domains framework
UR - http://www.scopus.com/inward/record.url?scp=85121288248&partnerID=8YFLogxK
U2 - 10.1111/aphw.12329
DO - 10.1111/aphw.12329
M3 - Article
C2 - 34907664
AN - SCOPUS:85121288248
SN - 1758-0846
VL - 14
SP - 1172
EP - 1188
JO - Applied Psychology: Health and Well-Being
JF - Applied Psychology: Health and Well-Being
IS - 4
ER -