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A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers

机译：对校本正念和瑜伽课程中实施因素的定性探索：从学生和老师那里学到的教训

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摘要

Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators – students and their classroom teachers – merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.
机译：确定与成功实施基于学校的干预措施有关的因素对于确保以有效和吸引人的方式提供计划至关重要。对于确定实施障碍和促进者至关重要的两个主要利益相关者（学生及其课堂老师）的观点在这种情况下值得关注，很少使用定性方法进行探讨。这项研究报告了在为低收入城市社区服务的三所公立学校中，为期16周的基于学校的正念和瑜伽课程的五年级和六年级参与者及其老师的定性观点。出现了与计划实施障碍和促进者有关的四个主题：计划交付因素，计划支持，实施者与教师的沟通以及教师素质。在通知实施环境，适应环境以及城市环境中基于学校的正念和瑜伽计划的发展方面，讨论了学生和老师的反馈。

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