Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour

Abstract

ABSTRACT School-based mindfulness programmes promote student wellbeing and positive behaviour as well as the development of key life skills including self-regulation and stress management. Teacher buy-in has been raised as a critical factor for the successful implementation of mindfulness programmes in schools. This paper reports on a mixed-methods study which gathered data about teachers’ knowledge, beliefs and perspectives about mindfulness in New Zealand primary schools. Findings showed that teachers viewed mindfulness classroom programmes favourably and recognised the connection between the skills developed from mindfulness practice and behaviours valued in the classroom. Furthermore, teachers indicated the classroom teacher should be responsible for implementing such a programme and that mindfulness could be incorporated into daily practice at school.