Via Research Recognition Day Program VCOM-Carolinas 2025

Clinical Educational Research

The Integration and Efficacy of Mindfulness Techniques in a Title I Elementary School in Union County, SC Meghana Arza OMS-II 1 , Mary Fretland OMS-II 1 , Connie Torres OMS-II 1 , Camri Nicksic OMS-II 1 , Keerti Kurapati OMS-II 1 , Sayesha Reddi OMS-II 1 , Pooja Korategere OMS-II 1 , Dr. Alexis Stoner PhD, MPH 1 1. Edward Via College of Osteopathic Medicine – Carolinas, Spartanburg, SC

Introduction

Results

• Adverse childhood experiences (ACEs) have a dose-dependent relationship with severity of future health outcomes. 1 • Children of underprivileged socioeconomic status are vulnerable to increased frequency of ACEs. 2 • Buffalo Elementary is a Title I, high-poverty school, and introducing mindfulness to its students may aid in protecting students from ACE-associated health risks. • Using a school-based, longitudinal model testing qualitative and quantitative factors, this study aims to support the hypothesis that implementing mindfulness practices in elementary school classrooms will have a positive impact on students.

Anticipated Benefits

Anticipated Barriers

Improved Focus

Time Constraints

Figure 3: Pre-Survey Thematic Analysis Findings revealed the

Increased Self Awareness

Short Attention Spans

anticipated benefits of and barriers to implementation.

Participation Issues

Calming Effect

Methods

Figure 1: Changes in Classroom Behaviors At p<0.05, there was a statistically significant difference in teacher-reported student attentiveness and a moderately significant difference in student willingness to participate in the classroom.

Challenges Adapting to Mindfulness

Positive Themes

First Meeting Met with 26 teachers at Buffalo Elementary to teach them six evidence-based mindfulness techniques .

FREQUENCY OF TECHNIQUES

Self Awareness/ Regulation

Balloon Breath 11% Wood Chopper 7%

Figure 4: Post-Survey Thematic Analysis Students developed positive behaviors but had difficulties in adapting to mindfulness routines.

Participation Issues

Figure 2: Frequency of Techniques 52% of recorded mindfulness moments utilized the technique “quiet time”.

Calming, Decompress

Baseline Data Teachers observed their classroom for two weeks without implementing mindfulness to gather baseline student behavior.

Quiet Time 52%

Five Senses 8%

Lack of Time

Increased Attention Spans

Bee Breath 12%

Difficulty with Directions

Body Scan 10%

Pre-Survey After 2 weeks of observation, teachers completed a QuestionPro survey on student behaviors using Likert-Scale and open-ended questions .

Discussion

References

• Instructing teachers on how to lead mindfulness practices allowed for the successful integration of mindfulness into a Title I elementary school curriculum. • Improvements in student attentiveness, willingness to learn, and self awareness were found after integration which aligns with existing literature. 2 • Major challenges included teacher completion of both the pre- and post surveys, time management, and student participation. • Future studies should focus on the benefits of mindfulness interventions in various educational settings with students of diverse ages and socioeconomic backgrounds.

1. Children’s Trust of South Carolina. “County Data Profiles – Children’s Trust of South Carolina.” Children’s Trust of South Carolina, 14 May 2024, scchildren.org/resources/research-data/county-data-profiles. 2. King, Lindsey M., et al. “Implementation of a Teacher‐led Mindfulness Program in a Low‐income Pre‐ and Early‐elementary School as Part of a Trauma‐responsive, Resilience‐building Community Initiative.” Journal of Community Psychology, vol. 49, no. 6, Mar. 2021, pp. 1943 – 64. https://doi.org/10.1002/jcop.22557. Acknowledgements Edward Via College of Osteopathic Medicine Institutional Review Board, Blacksburg, VA , Record #2024-31 , Approval Date 08/23/24. We would like to thank Buffalo Elementary School , and specifically Ms. Stacey McAbee and Ms. Christina Cody for their support.

Mindfulness Intervention

Teachers implemented mindfulness techniques twice a day for 3 weeks.

Post-Survey Teachers completed a post-survey assessing the same Likert scale factors and answered open-ended questions regarding their experiences .

2025 Research Recognition Day

20