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Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study
BACKGROUND: School-based professionals often report high burnout, particularly in geographic areas like Appalachia, where school-aged children are exposed to high levels of adverse childhood experiences, which may be exacerbated by the COVID-19 pandemic. While school-based mindfulness trainings can...
Autores principales: | , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8854180/ https://www.ncbi.nlm.nih.gov/pubmed/35186847 http://dx.doi.org/10.3389/fpubh.2022.816494 |
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author | Haliwa, Ilana Layman, Hannah Coffman, Jessica Snodgrass, Amy Santer, Pamela Barlett, Brittney Long, Kate Mason, Ashley Pfost, Gretchen Harden, Jenny Dino, Geri Jarrett, Traci |
author_facet | Haliwa, Ilana Layman, Hannah Coffman, Jessica Snodgrass, Amy Santer, Pamela Barlett, Brittney Long, Kate Mason, Ashley Pfost, Gretchen Harden, Jenny Dino, Geri Jarrett, Traci |
author_sort | Haliwa, Ilana |
collection | PubMed |
description | BACKGROUND: School-based professionals often report high burnout, particularly in geographic areas like Appalachia, where school-aged children are exposed to high levels of adverse childhood experiences, which may be exacerbated by the COVID-19 pandemic. While school-based mindfulness trainings can reduce burnout, their efficacy is influenced by the expectations of intervention personnel ahead of implementation. The present study assessed expectations and perceptions of a school-based mindfulness training among school personnel in 21 Appalachian schools during the COVID-19 pandemic. METHODS: Upon enrollment in the training, staff (N = 191) responded to open ended survey questions regarding perceived impacts of COVID-19 on students, expected benefits and barriers to school-based mindfulness, and perceived community acceptance of mindfulness. RESULTS: School personnel identified social isolation and lack of structure as negative impacts of COVID-19 on students. Expected benefits of classroom mindfulness included improved coping skills, focus, and emotion regulation, whereas barriers included lack of time and student ability level (e.g., age, attention). While most respondents indicated that their community was accepting of mindfulness practices, some noted resistance to and misperceptions of mindfulness, which may illustrate the influence of local cultural norms and values on the acceptability of mental health interventions. CONCLUSIONS: Overall, these findings suggest positive expectations and relative perceived support for mindfulness practices within these Appalachian communities, including in response to negative impacts of the COVID-19 pandemic on students. Adapting practices and language to accommodate barriers such as time, student ability, and cultural misconceptions of mindfulness may increase the feasibility and efficacy of these interventions. |
format | Online Article Text |
id | pubmed-8854180 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-88541802022-02-19 Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study Haliwa, Ilana Layman, Hannah Coffman, Jessica Snodgrass, Amy Santer, Pamela Barlett, Brittney Long, Kate Mason, Ashley Pfost, Gretchen Harden, Jenny Dino, Geri Jarrett, Traci Front Public Health Public Health BACKGROUND: School-based professionals often report high burnout, particularly in geographic areas like Appalachia, where school-aged children are exposed to high levels of adverse childhood experiences, which may be exacerbated by the COVID-19 pandemic. While school-based mindfulness trainings can reduce burnout, their efficacy is influenced by the expectations of intervention personnel ahead of implementation. The present study assessed expectations and perceptions of a school-based mindfulness training among school personnel in 21 Appalachian schools during the COVID-19 pandemic. METHODS: Upon enrollment in the training, staff (N = 191) responded to open ended survey questions regarding perceived impacts of COVID-19 on students, expected benefits and barriers to school-based mindfulness, and perceived community acceptance of mindfulness. RESULTS: School personnel identified social isolation and lack of structure as negative impacts of COVID-19 on students. Expected benefits of classroom mindfulness included improved coping skills, focus, and emotion regulation, whereas barriers included lack of time and student ability level (e.g., age, attention). While most respondents indicated that their community was accepting of mindfulness practices, some noted resistance to and misperceptions of mindfulness, which may illustrate the influence of local cultural norms and values on the acceptability of mental health interventions. CONCLUSIONS: Overall, these findings suggest positive expectations and relative perceived support for mindfulness practices within these Appalachian communities, including in response to negative impacts of the COVID-19 pandemic on students. Adapting practices and language to accommodate barriers such as time, student ability, and cultural misconceptions of mindfulness may increase the feasibility and efficacy of these interventions. Frontiers Media S.A. 2022-02-04 /pmc/articles/PMC8854180/ /pubmed/35186847 http://dx.doi.org/10.3389/fpubh.2022.816494 Text en Copyright © 2022 Haliwa, Layman, Coffman, Snodgrass, Santer, Barlett, Long, Mason, Pfost, Harden, Dino and Jarrett. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Public Health Haliwa, Ilana Layman, Hannah Coffman, Jessica Snodgrass, Amy Santer, Pamela Barlett, Brittney Long, Kate Mason, Ashley Pfost, Gretchen Harden, Jenny Dino, Geri Jarrett, Traci Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study |
title | Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study |
title_full | Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study |
title_fullStr | Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study |
title_full_unstemmed | Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study |
title_short | Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study |
title_sort | perceptions and expectations of school-based professionals surrounding school-based mindfulness training in appalachia during the covid-19 pandemic: a qualitative study |
topic | Public Health |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8854180/ https://www.ncbi.nlm.nih.gov/pubmed/35186847 http://dx.doi.org/10.3389/fpubh.2022.816494 |
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