Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)


Teacher Education


The use of mindfulness for students with behavioral challenges has been gaining popularity as a school-classroom intervention for the purpose of curtailing disruptive conduct. In this study, the use of mindfulness on five behaviorally challenged students was initiated and studied. Within an 8-week period, the five fifth grade students practiced mindfulness techniques (i.e., mindfulness sound differentiation, breath concentration, and emotional-regulation) in direct correlation with four behavioral categories: 1) following verbal directions; 2) talking out of turn; 3) bullying; and 4) anger. The results of the study showed a significant decrease in the following behavioral categories: not following verbal directions and talking out of turn. Furthermore, in the beginning of the mindfulness practice, all five students had a challenging time staying still, focusing on their breath and regulating their emotions; however, towards the end of the study, all five students gained a significant amount of self-control, due to the benefits of the mindfulness intervention.


Thesis (M.A.) Teacher Education Department