Examining the ethics of school-based mindfulness programs

ABSTRACT

School-based mindfulness programs (SBMPs) are gaining prevalence in K-12 schools, yet little is known about how they foster students’ ethical development. Using a qualitative content analysis this study examined how three SBMP curricula promoted ethical literacy. The primary ethical frame was Care/Compassion with little evidence of Justice/Fairness and Rights. The main Prosocial Motivation was Perspective-Taking. The primary curricular tool used was Reflection, with Skills and Knowledge used to a lesser extent. Social-emotional learning domains differed across the curricula, but Responsible Decision-Making was least prevalent across all. Explicit terms related to morals/ethics were scarce. The emphasis on relational-related ethical frames and motivations represents a shift toward a more nuanced view of moral development that represents a dynamic interplay between self and other marked by compassion and empathy.

KEYWORDS:

• Ethics
• mindfulness
• social-emotional learning
• curriculum
• K-12 education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/03057240.2023.2232121

Additional information

Funding

This work was supported by an internal grant from PSU Rock Ethics Institute and PSU College of Education.

Notes on contributors

Deborah L. Schussler

Deborah L. Schussler, Ed.D., is a Professor of Educational Policy and Leadership at University at Albany. Her research investigates how individuals develop the social and moral skills that impact their daily interactions and decisions in educational settings. She is an Associate Editor of Mindfulness and served as Secretary/Treasurer and Program Chair of the Moral Development SIG of American Educational Research Association. Please note, this research was conducted while Dr. Schussler was a Professor and affiliate of the Rock Ethics Institute at Pennsylvania State University.

Janiyah Davis

Janiyah Davis is a Teacher of English and language arts at KIPP ISD in Houston, TX. She graduated with a B.A. from Pennsylvania State University as a Schreyer Honors student and Undergraduate Research Fellow within the Rock Ethics Institute studying public policy. Her research explores stress as it relates to psychological well-being in K-12 students.

Sebrina L. Doyle Fosco

Sebrina L. Doyle Fosco, PhD, is an Assistant Research Professor of Human Development and Family Studies at The Pennsylvania State University. Her research explores methods for the promotion of wellbeing for teachers, administrators, staff, and students in educational environments. She is a certified facilitator for a mindfulness-based professional development program focused on improving social and emotional competence and wellbeing for teachers, administrators, and school staff.

Kimberly Kohler

Kimberly Kohler, PhD, is an Assistant Professor of Special Education at Lycoming College in Williamsport, Pennsylvania. Her research explores ways to cultivate greater well-being and resilience of teacher candidates through professional development opportunities and mentoring experiences. She serves as a faculty advisor for Lycoming’s chapter Kappa Delta Pi and Student PA State Education Association.