Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes

Joshua L. Brown, Patricia A. Jennings, Damira S. Rasheed, Heining Cham, Sebrina L. Doyle, Jennifer L. Frank, Regin Davis, Mark T. Greenberg

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M age = 41.5) and 5200 children (M age = 7.7 years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacher-reported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition.

Original languageEnglish (US)
JournalApplied Developmental Science
DOIs
StateAccepted/In press - 2023

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Applied Psychology
  • Life-span and Life-course Studies

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