Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study.

Ilana Haliwa,Ashley Mason,Gretchen Pfost,Kate Long,Amy Snodgrass,Jessica Coffman,Jenny Harden,Geri Dino,Hannah Layman,Traci Jarrett,Brittney Barlett,Pamela Santer

doi:10.3389/fpubh.2022.816494

Abstract

BackgroundSchool-based professionals often report high burnout, particularly in geographic areas like Appalachia, where school-aged children are exposed to high levels of adverse childhood experiences, which may be exacerbated by the COVID-19 pandemic. While school-based mindfulness trainings can reduce burnout, their efficacy is influenced by the expectations of intervention personnel ahead of implementation. The present study assessed expectations and perceptions of a school-based mindfulness training among school personnel in 21 Appalachian schools during the COVID-19 pandemic.MethodsUpon enrollment in the training, staff (N = 191) responded to open ended survey questions regarding perceived impacts of COVID-19 on students, expected benefits and barriers to school-based mindfulness, and perceived community acceptance of mindfulness.ResultsSchool personnel identified social isolation and lack of structure as negative impacts of COVID-19 on students. Expected benefits of classroom mindfulness included improved coping skills, focus, and emotion regulation, whereas barriers included lack of time and student ability level (e.g., age, attention). While most respondents indicated that their community was accepting of mindfulness practices, some noted resistance to and misperceptions of mindfulness, which may illustrate the influence of local cultural norms and values on the acceptability of mental health interventions.ConclusionsOverall, these findings suggest positive expectations and relative perceived support for mindfulness practices within these Appalachian communities, including in response to negative impacts of the COVID-19 pandemic on students. Adapting practices and language to accommodate barriers such as time, student ability, and cultural misconceptions of mindfulness may increase the feasibility and efficacy of these interventions.

Highlights

School-based professionals, such as classroom teachers and school staff, play a critical role in both the education and socialemotional development of their students
School-based professionals often report high burnout, in geographic areas like Appalachia, where school-aged children are exposed to high levels of adverse childhood experiences, which may be exacerbated by the COVID-19 pandemic
While most respondents indicated that their community was accepting of mindfulness practices, some noted resistance to and misperceptions of mindfulness, which may illustrate the influence of local cultural norms and values on the acceptability of mental health interventions

Summary

Introduction

School-based professionals, such as classroom teachers and school staff, play a critical role in both the education and socialemotional development of their students. Compassion fatigue involves first- or second-hand exposure to the trauma of others, including teaching or counseling students with Adverse Childhood Experiences (ACEs; e.g., not meeting basic needs due to low family income, divorce, or separation of a parent or guardian). This may be of particular concern in Appalachia, a region that is largely rural, and where regional household income is significantly lower than the national average [11], as rurality and low-income have been associated with higher likelihood of experiencing ACES [12,13,14,15]. The present study assessed expectations and perceptions of a school-based mindfulness training among school personnel in 21 Appalachian schools during the COVID-19 pandemic

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