The price of paying attention; Teachers' perspectives on the implementation of mindfulness in the Irish primary school classroom.

Abstract

This research project investigates the implementation of mindfulness into the primary school classroom. It specifically refers to its relationship with a child's well-being and academic success. The study draws on the perceptions of current primary school teachers as a factor in successfully addressing the topic at hand. This study aspires to add to the expansive existing literature on the topic of mindfulness. It hopes to be a valuable addition to the research topic in an Irish context. The research draws on qualitative research methods by conducting four one-to-one interviews with current primary school teachers. Additionally, (it selected) a mixed sample of practitioners and non-practitioners of mindful practices in order to prevent bias in results. The research project implies that the selected teachers appreciate the implementation of mindfulness in the Irish primary school classroom. Specifically, the participants support reviewed literature that suggests there are linked benefits with the implementation of mindful practices and a child's well-being and academic success. Explicitly, increased levels of concentration and focus and a decrease in difficult feelings and emotions such as stress. The findings also reveal factors which the teachers suggest inhibit their desire and ability to implement mindfulness into the classroom, such as teacher training or a lack of. In addition to this, it seems (understandably) that mindfulness is not a key area of concern for Irish primary school teachers as it is not a part of the curriculum. Overall, the findings seem to illustrate an appreciation amongst the selected primary school teachers for the implementation of mindfulness into the Irish primary school classroom. Nevertheless, this appreciation could possibly be enhanced if mindfulness was introduced or integrated into the current curriculum.