![]() Mindfulness programs have long been used to promote mental health in clinical and non-clinical settings. The purpose of this ethnographically informed research study was to explore the integration of making and mindfulness pedagogies in a single curricular intervention (“MakerMinds”) and, in particular, how making engages students in mindfulness content and encourages their independent use of mindfulness tools. We then discuss how we can use such multi-level implementation data to extend our understanding of program impacts to answer questions such as: “Why did the program work (or not work) to produce impacts?” “What are the core components of the program?” and “How can we improve the program in future implementations?” Specifically, we describe the process we used to develop an implementation conceptual framework that highlights the importance of studying implementation at two levels: (1) the program implementation supports for teachers, and (2) teacher implementation of the curriculum in the classroom with students. As such, the primary goal of this paper is to highlight the importance of studying implementation in the context of education RCTs, by sharing one example of a conceptualization and related set of implementation measures we created for a current study of ours testing the impacts of a SEL program for preschool children. Data collected for these purposes can be used to answer questions regarding program impacts that matter to policy makers and practitioners in the field (e.g., Will the program work in practice? Under what conditions? For whom and why?). The field of implementation science bridges the gap between the RCT framework and understanding program impacts through the systematic data collection of program implementation components (e.g., adherence, quality, responsiveness). What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. Social–emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. Divergent narratives were noted, reflecting a need for greater coherence and a shared rationale supporting the use of mindfulness practices in schools. Deductive content analyses were conducted themes included emotional, cognitive, social, and physical effects of mindfulness practices in schools. ![]() After an initial scan of 719 articles, 69 were retained. The Canadian Major Dailies Proquest database was searched using the terms ‘mindfulness’ and ‘education OR school’. This study explores the depiction of mindfulness within schools as it existed in Canadian news media between 20. News media serves as a key source of public discourse on topics like mindfulness in education that can reflect and influence public understanding and actions. While previous literature has explored a range of purposes for mindfulness little is yet known about the ways in which it is understood by broad communities. Mindfulness practices have been increasingly adopted in schools across Canada and beyond. have articulated for the next generation of science of mindfulness and compassion in schools. The commentary ends with some of my own reflections on what might be needed to move the field into the direction that Roeser et al. Following this, drawing from my own experiences in conducting research on mindfulness and compassion in schools, I discuss four topics that I believe deserve extra attention for advancing the science in the field and offer my observations on each: (a) determining what constitutes a mindfulness program, (b) taking a developmental perspective, (c) obtaining students’ perspectives, and (d) differentiating who delivers the SBMP to students. ![]() of the impact of SBMPs on student outcomes. This commentary begins with a brief summary of the synopsis by Roeser et al. provides an extensive and cogent analysis of what is currently known about the effectiveness of SBMPs coupled with a careful and thoughtful analysis of the necessary elements for advancing the science of mindfulness and compassion in schools. A confluence of research has emerged in recent years elucidating the benefits of school-based mindfulness programs (SBMPs).
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