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Crawford, Andrea (2022) Journaling to research the potentiality and acceptability of bringing a mindfulness-based intervention into a junior school to support pupil wellbeing. PhD thesis, University of Nottingham.

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Abstract

Research on mindfulness in education for supporting pupils’ mental health and wellbeing has predominantly focused on potential psychological and behavioural benefits. Broader, more philosophical issues regarding the purpose of its implementation and associated ethical dilemmas are neglected areas. Consequently, little research exists regarding the acceptability of mindfulness in schools. This qualitative study reports on the potentiality and acceptability of mindfulness taught via an MBI (mindfulness-based intervention) in a junior school. This study adds an extra critical dimension to the findings by exploring how the MBI is experienced by the recipients, i.e., teachers and pupils. It is an unusual aspect of research on mindfulness and education, as demonstrated by the notable lack of in-depth qualitative data offering such perspectives.

The study’s qualitative research methodology is the autoethnographic method of journaling synthesised with a method influenced by action research. Thus, researcher reflexivity is woven throughout the research process via auto ethnographical journal entries. Data was gathered using semi-structured pupil focus group interviews and one-to-one teacher interviews. The findings relating to the teachers' and pupils' perspectives on the potential for mindfulness to support pupil wellbeing align with current research; however, the data reveals differences in teachers' and pupils' perspectives regarding acceptability. Attention is also drawn to numerous psychological, social and functional factors impacting the participants' experiences and ethical dilemmas, contradictions and concerns that emerge.

The findings have implications for practice: - there is a need for a different approach to teaching and learning, one embracing a more contemplative pedagogy. The necessity for more detailed investigations of MBIs aims in education alongside greater transparency. Greater consideration of the ethical dilemmas, contradictions and concerns inherent when introducing MBIs into schools, invariably consisting of a vulnerable and conscripted audience.

Item Type:	Thesis (University of Nottingham only) (PhD)
Supervisors:	Sellman, Edward Joseph, Stephen
Keywords:	mindfulness, mindfulness in education, school psychology
Subjects:	L Education > LB Theory and practice of education > LB1050 Educational psychology L Education > LB Theory and practice of education > LB1501 Primary education R Medicine > RC Internal medicine > RC 321 Neuroscience. Biological psychiatry. Neuropsychiatry
Faculties/Schools:	UK Campuses > Faculty of Social Sciences, Law and Education > School of Education
Item ID:	69546
Depositing User:	Crawford, Andrea
Date Deposited:	31 Dec 2022 04:40
Last Modified:	31 Dec 2022 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/69546

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