Teacher Descriptions of Mindfulness Practices in a PreK through Grade 12 Independent School
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Authors
Cohen, Erica
Issue Date
2026-03
Type
Dissertation
Language
en
Keywords
mindfulness , descriptions, , reflection
Alternative Title
Abstract
The purpose of this qualitative descriptive case study was to explore how PreK–12 educators described how mindfulness practices shaped their reflective processes and their perceptions of the role these practices play in student achievement. Understanding educator descriptions is essential to determining how mindfulness may support teacher growth and student outcomes. The theoretical foundation of this study was Schön’s reflective practice theory, which emphasizes reflection in and on action to improve professional practice. The research questions guiding this study asked how educators perceived their reflective processes with mindfulness practices and how these practices were perceived to play a role in student achievement. A purposive sampling method was used to achieve a sample of 25 participants from a private PreK–12 school in Northern New Jersey. Data were collected through ten semi-structured interviews and two focus groups. All sessions were recorded, transcribed, and analyzed using NVivo software. Braun and Clarke’s thematic analysis method was used to analyze the data from interviews and focus groups. Participants described improvements in classroom climate, student focus, and resilience, which they perceived to contribute positively to student achievement. The findings provided insight into how educators perceived mindfulness as enhancing reflection, patience, and intentionality in their professional practice. These results suggest that mindfulness practices may serve as a valuable tool to strengthen reflective practice and instructional effectiveness.