The Effects of Implementing a Mindfulness Program in Two Elementary School Math Classrooms

This action research study examined the effects of utilizing trauma-informed social-emotional learning (SEL) teaching practices in two elementary math classrooms located in a Title 1 public school in North Carolina. The classrooms consisted of one third-grade classroom with 18 students and one fifth-grade classroom with 22 students. These classrooms integrated 10 minutes of mindfulness practice which included direct instruction on calming strategies and breathing techniques. This study worked to help foster a learning environment that supported the academic and mental health needs of the student participants and looked at potential relationships between calming strategies and math assessment data. This study followed a mixed-methods approach which allowed the researcher to examine qualitative and quantitative data to determine potential impacts of the mindfulness program. The data indicated that implementing a mindfulness program prior to math class provides students with tools to reduce anxiety and increase focus and engagement. There was not a statistically significant difference in the assessment scores between students who used mindfulness strategies and students who did not. However, the study data showed that students self-reported high levels of satisfaction with a mindfulness program prior to math class.