Abstract
ABSTRACT In this qualitative study, researchers examined the experience of participating in a mindfulness-based curriculum within an elementary school counseling group. Three small groups were facilitated with fifth grade students. Researchers collected qualitative data through written data addressing participants’ experiences. Data analysis provided evidence that integrating a mindfulness curriculum within an elementary school counseling group setting has the potential to address children’s stress and support the development of their self-regulation, relaxation, and attention skills. The findings, implications, and recommendations of this study support school counselors integrating mindfulness-based interventions with students.
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