Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2026
Committee Chair or Co-Chairs
Ginger Christian
Committee Members
Danielle Colucci, William Flora
Abstract
The purpose of this phenomenological qualitative study was to explore elementary teachers’ lived experiences of the implementation of mindfulness practices to support self-regulation in students. Although mindfulness practices have increasingly been incorporated into elementary classrooms, limited qualitative research has examined teachers’ experiences implementing these practices and their lived experiences of student engagement. While there is research on the Multi-Tiered Systems of Support (MTSS) and the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies, the focus on schoolwide implementation of mindfulness strategies expand the literature to close a gap on elementary school teachers’ experiences implementing mindfulness practices in Tennessee.
A phenomenological research design was employed to examine the lived experiences of teachers who implemented mindfulness practices to teach students how to self-regulate. Data were collected through one-on-one in-depth, semi-structured interviews designed to elicit rich descriptions of lived experience. Three categories emerged from the analysis of data: (1) mindfulness practices in elementary settings promotes student self-regulation and engagement, (2) mindfulness practices in elementary settings strengthen relationships and classroom climate, and (3) effective implementation of mindfulness practices in elementary settings requires ongoing teacher support and professional development with organizational commitment. Based on the research, recommendations were made for professional practice to support the implementation of school-wide expansion of mindfulness practices.
Document Type
Dissertation - unrestricted
Recommended Citation
Orr, Shana, "Implementing Mindfulness Practices to Support Student Self-Regulation: A Qualitative Study of Elementary Teacher Experiences" (2026). Electronic Theses and Dissertations. Paper 4744. https://dc.etsu.edu/etd/4744
Copyright
Copyright by the authors.
