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A Conceptual Framework for Whole-School Implementation of Mindfulness Programs and Practices: Wisdom from the Field

Peer reviewed

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Sebrina L. Doyle Fosco; Deborah L. Schussler; Melia A. Brown; Julia Mahfouz; Nava Levit-Binnun; Todd Cantrell; Sabre Cherkowski; Tyralynn Frazier; Patricia A. Jennings; Karen Krisch – Psychology in the Schools, 2025

Despite the growing prevalence of mindfulness in schools, the empirical landscape describing best practices for implementation is incomplete. The purpose of this project was to develop a framework that explicated the steps and considerations for implementing mindfulness at the whole-school level, rather than just considering individual classroom…

Descriptors: Program Implementation, Metacognition, Stress Management, Program Effectiveness

Academic Impact of Classroom and Family Science on Preschool and Kindergarten-Aged Children: A Pilot Study

Peer reviewed

Joan N. Kaderavek; Peter Paprzycki; Charlene M. Czerniak; Susanna Hapgood; Christopher M. Wojciechowski; Scott Molitor; Jeanna Heuring; Grant Wilson – Grantee Submission, 2025

This study examined the effects of science and engineering (S & E) inquiry on preschool and kindergarten children's academic outcomes using a randomized control-group design. Participants were divided into three groups: a classroom-only group (C-only) receiving NGSS-aligned S & E inquiry; a classroom plus family engagement group (C + F)…

Descriptors: Preschool Children, Kindergarten, Science Activities, Science Curriculum