Skip to main content
SpringerLink
Log in

An Exploratory Study of Mindfulness Meditation for Alternative School Students: Perceived Benefits for Improving School Climate and Student Functioning

  • ORIGINAL PAPER
  • Published:
Mindfulness Aims and scope Submit manuscript

Abstract

This exploratory study examined the perceived benefits of mindfulness meditation (MM) for compensatory alternative high school students. An 8-week school-based MM program was provided to high school students (N = 35; 19 boys and 16 girls). Concept mapping, a mixed-method approach, was used to collect and analyze the data. This process yielded eight clusters representing the perceived benefits of meditation for students: improved stress management, enhanced self-awareness, enhanced emotional coping, enhanced ability to pay attention, improved state of mind, more time spent being calm, improved school climate, and enhanced student engagement. These clusters encompass three broad domains of perceived benefits for students including intrapersonal, psychosocial, and systemic benefits. Students rated the potential for meditation to relieve stress and to improve school climate as particularly important for them. These findings may be used when planning school-based meditation programs and may serve as a useful guide for researchers studying meditation practices for youth.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data. New York: New York University Press.

    Google Scholar 

  • Baer, R. A. (2003). Mindfulness training as a clinical intervention: a conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125–143.

    Google Scholar 

  • Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13; 34–45. Available from http://chp.sagepub.com/cgi/content/abstract/13/1/34.

  • Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: a randomized clinical trial. Journal of Consulting and Clinical Psychology, 77, 855–866.

    Article  PubMed  Google Scholar 

  • Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241.

    Google Scholar 

  • Bogels, S., Hoogstad, B., van Dun, L., De Shutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalizing disorders and their parents. Behavioural and Cognitive Psychotherapy, 36, 193–209.

    Article  Google Scholar 

  • Bootzin, R. R., & Stevens, S. J. (2005). Adolescents, substance abuse, and the treatment of insomnia and daytime sleepiness. Clinical Psychology Review, 25(5), 629–644.

    Article  PubMed  Google Scholar 

  • Burke, C. A. (2009). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133–144. doi:10.1007/s10826-009-9282-x.

    Article  Google Scholar 

  • Concept Systems Incorporated. (2006). Facilitator training seminar manual. Ithaca, New York: Concept Systems.

    Google Scholar 

  • Coppola, F (2013). Transcendental meditation. http://www.trancenet.org/index2.shtml.

  • Crane, R. S., Kuyken, W., Hastings, R., Rothwell, N., & Williams, J. M. G. (2010). Training teachers to deliver mindfulness-based interventions: learning from the UK experience. Mindfulness, 1, 74–86. doi:10.1007/s12671-010-0010-9.

    Article  PubMed  PubMed Central  Google Scholar 

  • Crane R.S., Kuyken, W., Williams, J. M. G., Hastings, R., Cooper, L., & Fennell, M.J.V. (2012), Competence in teaching mindfulness-based courses: concepts, development, and assessment, Mindfulness 3:1-76-84, DOI: 10.1007/s12671-011-0073-2.

  • Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., et al. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65, 564–570.

    Article  PubMed  Google Scholar 

  • Dupper, D. R. (2006). Guides for designing and establishing alternative school programs for dropout prevention. In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: a guide for school-based professionals (pp. 413–421). NY: Oxford University Press.

    Google Scholar 

  • Finn, J. D. (2006). The adult lives of at-risk students [electronic resource]: the role of attainment and engagement in high school–statistical analysis report. Available from http://nces.ed.gov.pubs2006/2006328.

  • Finn, J. D., & Rock, D. A. (1997). Academic success among students at-risk for school failure. Journal of Applied Psychology, 82, 221–234.

    Article  PubMed  Google Scholar 

  • Foley, R. M., & Pang, L. (2006). Alternative education programs: program and student characteristics. The High School Journal, 89(3), 10–21.

    Article  Google Scholar 

  • Germer, C. K., Siegel, R. D., & Fulton, P. R. (2005). Mindfulness and psychotherapy. New York: The Guilford Press.

    Google Scholar 

  • Gregory, T. (2001). Fear of success? Ten ways alternative schools pull their punches. The Phi Delta Kappan, 82(8), 577–581.

    Article  Google Scholar 

  • Grunbaum, J., Lowry, R., & Kann, L. (2001). Prevalence of health-related behaviors among alternative high school students as compared with students attending regular high schools. Journal of Adolescent Health, 29(5), 337–343.

    Article  PubMed  Google Scholar 

  • Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: an experiential approach to behavior change. New York: The Guilford Press.

    Google Scholar 

  • Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: the importance of practice for an impact on well-being. The Journal of Positive Psychology, 5(4), 264–274.

    Article  Google Scholar 

  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156.

    Google Scholar 

  • Kabat-Zinn, J. (2005). Coming to our senses: healing ourselves and the world through mindfulness. New York: Hyperion.

    Google Scholar 

  • Kane, M., & Trochim, W. M. (2007). Concept mapping for planning and evaluation. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Kasen, S., Cohen, P., & Brook, J. S. (1998). Adolescent school experiences and dropout, adolescent pregnancy, and young adult deviant behavior. Journal of Adolescent Research, 13(1), 49–72.

    Article  PubMed  Google Scholar 

  • Kruskal, J. B., & Wish, M. (1978). Multidimensional scaling. Beverly Hills, CA: Sage.

    Google Scholar 

  • Linehan, M. M., & Dimeff, L. (2001). Dialectical behavior therapy in a nutshell. The California Psychologist, 34, 10–13.

    Google Scholar 

  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., et al. (2012). Integrating mindfulness training into K–12 education: fostering the resilience of teachers and students. Mindfulness, 1(1), 1–17.

    Google Scholar 

  • Miller, J., Fletcher, K., & Kabat-Zinn, J. (1995). Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders. General Hospital Psychiatry, 17, 192–200.

    Article  PubMed  Google Scholar 

  • National Center for Complementary and Alternative Medicine (October, 2007). Meditation for Health Purposes. Available from http://nccam.nih.gov/health /meditation/overview.htm.

  • Neild, R. C., & Balfanz, R. (2006). The dimensions and characteristics of Philadelphia’s Dropout Crisis, 2000–2005. Philadelphia: Philadelphia Youth Transitions Collaborative. Available from http://www.csos.jhu/new/Neild_Balfanz_06.pdf.

  • Ngar-sze, L., & Ming-tak, M. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: well-being, stress and depressive symptoms. International Journal of Children's Spirituality, 16(4), 315–330.

    Article  Google Scholar 

  • Ospina, M. B., Bond, K. B., Karkhaneh, M., Tjosvold, L., Vandemeer, B., Liang, Y., Klassen (2007). Meditation practices for health: state of the research. Evidence Report/Technology Assessment No. 155. (Prepared by the University of Alberta Evidence-based Practice Center under Contract No. 290-02-0023.) AHRQ Publication No. 07-E010. Rockville, MD: Agency for Healthcare Research and Quality.

  • Raywid, M. A. (1995). Alternative schools: The state of the art. Educational Leadership, 72, 26–31.

    Google Scholar 

  • Rumberger, R., & Lim, S. (2008). Why students drop out of school: a review of 25 years of research. Santa Barbara: California Dropout Research Project, University of California, Santa Barbara. Available from http://cdrp.ucsb.edu/dropouts/pubs_reports.htm.

  • Saltzman, A., & Goldin, P. (2008). Mindfulness based stress reduction for school-age children. In S. C. Hayes & L. A. Greco (Eds.), Acceptance and mindfulness interventions for children adolescents and families (pp. 139–161). Oakland, CA: Context Press/New Harbinger.

    Google Scholar 

  • Schoeberlein, D., & Koffler, T. (2005). Garrison Institute report: Contemplation and education: a survey of programs using contemplative techniques in K–12 educational settings: a mapping report. New York: Garrison Institute.

    Google Scholar 

  • Schonert-Reichl, K. A., & Stewart Lawlor, M. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness. doi:10.1007/s12671-010-0011-8.

    Google Scholar 

  • Sedlmeier, P., Eberth, J., Schwarz, M., Zimmermann, D., Haarig, F., Jaeger, S., et al. (2012). The psychological effects of meditation: a meta-analysis. Psychological Bulletin. doi:10.1037/a0028168.

    PubMed  Google Scholar 

  • Shapiro, D. H. (1984). Overview: clinical and physiological comparison of meditation with other self-control strategies. In D. H. Shapiro & R. N. Walsh (Eds.), Meditation: classic and contemporary perspectives (pp. 5–12). New York: Aldine.

    Google Scholar 

  • Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386.

    Article  PubMed  Google Scholar 

  • Singh, N. N., Lancioni, G. E., Singh Joy, S. D., Winton, A. S. W., Sabaawi, M., Wahler, R. G., et al. (2007). Adolescents with conduct disorder can be mindful of their aggressive behavior. Journal of Emotional and Behavioral Disorders, 15, 56–63.

    Article  Google Scholar 

  • Singh, N. N., Lancioni, G. E., Singh, A. N. A., Winton, A. S. W., Singh, J., & McAleavey, K. M. (2008). A mindfulness-based health wellness program for an adolescent with Prader–Willi syndrome. Behavior Modification, 32, 167–181.

    Article  PubMed  Google Scholar 

  • Singh, N. N., Lancioni, G. E., Manikam, R., Winton, A. S. W., Singh, A. N. A., Singh, J., et al. (2011). A mindfulness-based strategy for self-management of aggressive behavior in adolescents with Autism. Research in Autism Spectrum Disorders, 5, 1153–1158.

    Article  Google Scholar 

  • Teasdale, J. D., Segal, Z. V., Williams, J. M. G., Ridgeway, V., Soulsby, J., & Lau, M. (2000). Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Journal of Consulting and Clinical Psychology, 68, 615–623.

    Article  PubMed  Google Scholar 

  • Trochim, W. M. (1989). An introduction to concept mapping for planning and evaluation. Evaluation and Program Planning, 12, 1–16.

    Article  Google Scholar 

  • US Department of Education (2002). Public alternative schools and programs for students at risk of education failure. National Center for Education Statistics: Statistical Analysis Report, September 2002.

  • Weller, N. F., Tortolero, S. R., Kelder, S. H., Grunbaum, J., Carvajal, S. C., & Gingiss, P. M. (1999). Health risk behaviors of Texas students attending dropout prevention/recovery schools in 1997. Journal of School Health, 69(1), 22–28.

    Article  PubMed  Google Scholar 

  • Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: update of a meta-analysis. American Journal of Preventive Medicine, 33(2), S130–S143. doi:10.1016/j.amepre.2007.04.011.

    Article  PubMed  PubMed Central  Google Scholar 

  • Wilson, S. J., Tanner-Smith, E. E., Lipsey, M. W., Steinka-Fry, K., & Morrison, J. (2011). Dropout prevention and intervention programs: effects on school completion and dropout among school aged children and youth. Campbell Systematic Reviews, 2011, 8. doi:10.4073/csr.2011.8.

    Google Scholar 

  • Wisner, B. L., Jones, B. L., & Gwin, D. (2010). School-based meditation practices for adolescents: a resource for strengthening self-regulation, emotional coping, and self-esteem. Children and Schools, 32(3), 150–159.

    Article  Google Scholar 

  • Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, S. T., et al. (2008). Mindfulness meditation training in adults and adolescents with ADHD: a feasibility study. Journal of Attention Disorders, 11, 737–746.

    Article  PubMed  Google Scholar 

Download references

Acknowledgments

The author would like to offer special thanks to the alternative school students, administrator, and teachers, and to Drs. David Springer, Darlene Grant, Barbara Jones, Robin Russel, and Calvin Streeter for their invaluable support during the research project.

Author information

Authors and Affiliations

  1. School of Social Work, Texas State University-San Marcos, 601 University Drive, San Marcos, TX, 78666, USA

    Betsy L. Wisner

Authors
  1. Betsy L. Wisner
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Betsy L. Wisner.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Wisner, B.L. An Exploratory Study of Mindfulness Meditation for Alternative School Students: Perceived Benefits for Improving School Climate and Student Functioning. Mindfulness 5, 626–638 (2014). https://doi.org/10.1007/s12671-013-0215-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12671-013-0215-9

Keywords

Search

Navigation