| dc.description.abstract | With the increasing popularisation of mindfulness in society, it is important to seek an understanding of this influence on the traditional practice of mindfulness. Research on the effects of mindfulness has increased in recent years, especially in education on elements such as stress, behaviour, and anxiety. However, we must seek to critically analyse the personal understanding and knowledge of those who are implementing the practice. This research study examines the experiences of ten mainstream primary school teachers and their understanding of the practice of mindfulness, the influences that may have affected their attitudes towards mindfulness, and their opinions on its role within education. The findings of this study illustrate that a broad and contemporary understanding of mindfulness is held by all participants, however, they lacked understanding and knowledge of the traditional elements of the practice. Societal influences were seen as a burden as they were surrounded by a constant pressure to practice, which affected their relationship with mindfulness at times. Mixed viewpoints were explored on the topic of mindfulness in schools and a lack of time, training, and understanding was evident as a hinderance to their practice. The researcher concluded that there is a need for personal training on the fundamental elements of mindfulness before it can be explored with others. Care needs to be taken when implementing a whole school policy, as the participants suggested, as since the objectives must try and be aligned with the fundamental aims of mindfulness and not just be used as a scientific/behavioural tool to combat classroom behaviours. All staff opinions must be considered before the implementation to assure that it is an agreed upon practice and that it is adaptable and suitable for each classroom level and teacher. Mindfulness holds many benefits for a range of people and if practiced correctly can be a lifelong discipline. | en |
