MINDFULNESS FOR ELEMENTARY EDUCATORS AND STUDENTS: BUILDING SOCIAL AND EMOTIONAL COMPETENCE TO DECREASE BYLLYING 1

Suggested Reading List

Mindfulness for Elementary Educators and Students:

Building Social and Emotional Competence to Decrease Bullying

Desiree Fink

Western Oregon University

MINDFULNESS FOR ELEMENTARY EDUCATORS AND STUDENTS: BUILDING SOCIAL AND EMOTIONAL COMPETENCE TO DECREASE BYLLYING 2

July 20, 2022

Dr. Marcus Wenzel and Dr. Gregory Zobel

Graduate Office, Western Oregon University
345 Monmouth Ave N.
Monmouth, OR 97361

Dear Dr. Wenzel and Dr. Zobel,

The purpose of this letter is to provide context for the attached reading list as part of my
graduate portfolio for the Education Technology program at Western Oregon University. The
suggested reading list focuses on the benefits of incorporating mindfulness instruction for
educators and students to decrease the negative emotional impacts of bullying. It consists of an
introduction, annotated resources, and a conclusion.
Mindfulness and bullying are topics that have each gained more attention in the field of
education in recent years. Bullying has been shown to have lasting negative psychological effects
for victims. Additionally, bullies and witnesses to bullying behavior also suffer emotional harm
and trauma which negatively impacts classroom community and academic growth.
Schools across the nation are investigating and implementing anti-bullying strategies in
an effort to keep school environments safe. One strategy may be to include mindfulness
education for educators and for students in classrooms. Mindfulness practices have been reported
to reduce stress, anxiety, and depression as well as increase empathy, emotional intelligence, and
prosocial behavior. These skills may be beneficial in anti-bullying efforts by decreasing negative
effects of bullying as well as building social and emotional skills necessary to break the power
struggle of bullying for all members in the triad: the bully, victim, and witness.
This suggested reading list is intended for elementary educators interested in
incorporating mindfulness instruction in their classroom. It highlights the value of mindfulness
professional development for educators and examines a variety of mindfulness studies to explore
possible effectiveness of including mindfulness classroom instruction as an anti-bullying
program. The resources in this reading list are primarily peer-reviewed academic articles to
ensure high caliber if research and foundation for the presented arguments. It is tailored to
educators who wish to grow professionally, understand the complicated dynamics of bullying,
learn from how others implement mindfulness, and desire to become models for positive social
and emotional strategies to build safe and respectful classroom communities.
Please review and consider this body of work as part of my graduate portfolio
requirements.
Sincerely,
Desiree Fink
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Introduction

Bullying is an unhealthy power dynamic that takes many forms (relational, verbal, physical,

sexual, and cyber to name a few) with lasting and harmful consequences. As the repercussions of

bullying have gained more attention in the recent decades programs to educate, increase awareness,

and decrease bullying behaviors have been developed and implemented in schools across the nation.

However, many prevention and intervention strategies do not consider the interconnected dynamic

relationship between the bully and victim (which is further complicated by the third factor of

witnesses) and focus only on changing the behavior of the bully (Barton, 2014). A successful strategy

must build skills and support each member of the bullying triad: the bully, the victim, and the

witness(es) in breaking this dangerous cycle. Mindfulness practices have been reported to reduce

stress, aggression, depression, and increase prosocial behavior, well-being, emotional control

(Schonert-Reichl et al., 2015) and empathy (Bohecker & Doughty Horn, 2016). Each of these skills

can support one or more of the players stuck in the bullying triad break free from the power struggle

and reduce bullying behaviors in schools.

The following list of resources was curated for educators to explore the reported benefits of

mindfulness and how mindfulness practices could help reduce bullying by supporting the

social/emotional needs of each member in a bullying triad. Research on the direct correlation

between mindfulness practices and decreased bullying behaviors is limited at this time. Future

studies could focus on repeating previous trials to compare results, expanding on previous trials to

focus specifically on the relationship between mindfulness and bullying and/or investigating reliable

methods for collecting quantitative data about the effects of mindfulness practices. Additional

research about the direct correlation between mindfulness education in schools and its impact on

bullying is needed.
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Suggested Resources

1. Bully Prevention: Tips and Strategies for School Leaders and Classroom Teachers

Published in 2006, Barton begins this book with an in-depth look at the relationship between

the bully, victim, and witness. Understanding the triad dynamic is essential for anyone looking to

address bullying in a comprehensive manner. Chapter three discusses steps to implement a

school-wide anti-bullying program and would align with educators who intend to be change-

makers in their school community. Chapter four, Strategies for Managing and Preventing

Bullying Behavior in the Classroom, is specifically beneficial for teachers who are ready to

begin building a classroom community intolerant of bullying behavior. Provided exercises and

strategies guide teachers in having direct conversations with concrete examples to engage

students in imagining and building an empathetic and respectful classroom. The author also

offers insight for evaluating effectiveness of anti-bullying programs as well as legal

considerations regarding bullying.

Barton makes good use of anecdotal examples to help the reader connect to real life

situations as well as provide samples of tools that teachers can use to expand and personalize.

This comprehensive resource offers history, definitions, and explanations as well as actionable

steps at the macro and micro levels. Teachers can use the information to deepen and expand their

own understanding of the impacts of bullying and make immediate changes in their classrooms

or, with administrator support, they can use this resource to lead a whole school anti-bullying

initiative.

Citation
Barton, E. A. (2006). Bully prevention : Tips and strategies for school leaders and classroom
teachers (2nd ed.). Thousand Oaks, CA.: Corwin Press.
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2. Increasing Students’ Empathy and Counseling Self-efficacy Through a Mindfulness

Experimental Small Group

This peer-reviewed article discusses a randomized rigorous experiment in which counselors-

in-training (CITs) participated in a mindfulness experimental small group. Results indicated a

significant increase in empathy and self-efficacy among groups who received mindfulness

training potentially improving their professional effectiveness. While this experiment studies the

effects of mindfulness training on adult learners in the counseling field, the findings and

potential benefits could easily transfer to elementary education setting. The study demonstrates

the importance of explicit training in mindfulness as a way to increase empathy and self-efficacy.

When educators are informed and feel capable they can model their skills through implicit and

explicit instruction, guidance, and mediation. Continued professional development for educators

is considered best practice and required by many employers. The evidence presented in this

study may influence teachers to request or seek out resources and training in mindfulness as part

of their professional development.

Citation
Bohecker, L., & Doughty Horn, E. A. (2016). Increasing student’s empathy and counseling self-
efficacy through a mindfulness experimental small group. Journal for Specialists in
Group Work, 41(4), 312-333.
http://ezproxy.wou.edu:2132/10.1080/01933922.2016.1232322
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3. A qualitative exploration of implementation factors in a school based mindfulness and

yoga program: Lessons learned from students and teachers

This peer-reviewed article reports qualitative findings from teacher and upper-elementary

student perspectives of a 16-week mindfulness and yoga program. The program was

implemented during school hours in three public schools serving low-income communities and

focused on “yoga-based body movements and breathing to promote mindfulness.” Results focus

on four main themes: program delivery factors, implementer communication with teachers,

promoting program buy-in, and Yoga instructor qualities.

Lessons and considerations from this study are helpful to elementary educators because they

can learn from a sample of students and educators who actually implemented this program in

their schools. Understanding the theory and potential benefits of mindfulness is important, but

experiential knowledge is also crucial. Learning from the experience of others reveals hidden

logistical and communication factors that can be addressed preemptively when choosing to

implement new programs. This article is especially helpful for educators who desire to

incorporate yogic practices as part of their mindfulness instruction in their classroom.

Citation
Dariotis, J. K., Mirabal-Beltran, R., Cluxton-Keller, F., Feagans Gould, L., Greenberg, M. T., &
Mendelson, T. (Jan. 2017). A qualitative exploration of implementation factors in a
school based mindfulness and yoga program: Lessons learned from students and teachers.
Psychology in the Schools, 54(1), 53-69.
http://ezproxy.wou.edu:2132/10.1002/pits.21979
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4. Considering Mindfulness Techniques in School-based Anti-bullying Programmes

In this peer-reviewed article the authors argue that mindfulness techniques are beneficial and

should be used in whole-school anti-bullying programs. Foody and Samara draw strong

correlations to the lasting psychological damage that can result in suicide created by bullying

behavior. One strength of this article is the inclusion and definition of cyber bullying. Students

interact with technology in their academic and personal pursuits. Bullying happens in-person and

online so teachers must be equipped to address bullying in both circumstances. They also offer a

summary of current anti-bullying programs and illustrate a clear path of how mindfulness leads

to a reduction in bullying behavior: mindfulness is linked to empathy, perspective taking, and

positive bystander behavior all of which reduce bullying.

The authors write with conviction and postulate that schools seem to be inefficiently working

on two tracks when it comes to their responsibility of caring for the mental health of their

students. One track tackles anti-bullying and the other addresses general mental health and social

emotional skills when, in reality, the two tracks are intertwined and should be integrated. This

article would interest educators who want to learn more about how mindfulness instruction leads

(through empathy, perspective taking, and positive bystander behavior) to decreased bullying in

both physical and digital spaces.

Citation
Foody, M., & Samara, M. (Jan. 2018). Considering mindfulness techniques in school-based anti-
bullying programmes. Journal of New Approaches in Educational Research, 7(1), 3-9.
https://eric.ed.gov/?id=EJ1166848
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5. Mindfulness and Student Success

In this peer-reviewed article Leeland summarizes his research on the variety of positive

impacts mindfulness instruction and practice can provide for students. Benefits range from

reduced stress leading to improved academic performance, increased self-control, less negative

impacts from bullying as well as support for coaches, athletes, and students with learning

disabilities. He concludes that mindfulness instruction should be integrated in all levels of

education but does not offer specific strategies or discuss programs available for implementation.

This article does not provide a deep dive into any one topic. However it is an approachable

overview of mindfulness and the plethora of possible benefits and applications. The article is a

relatively quick read at five pages in length and would be a good match for someone beginning

their mindfulness research. The author includes a significant number of references that would

make an excellent list for educators looking for additional supporting material to read.

Citation
Leeland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44, 19-24.
https://eric.ed.gov/?id=EJ1072925
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6. Mindfulness – Wikipedia Search

This resource is easily accessible via Wikipedia. The contents are quite expansive and

detail the origins and development of Mindfulness, definitions, as well as applications in

schools and a variety of other settings. Educators who desire a comprehensive view of

mindfulness could easily begin their research here. The article notes hundreds of citations so

readers could easily expand their research about any specific subtopic or idea by selecting

even a handful of references from this list.

A caution to the reader is that the article covers a very wide range of information. It is

advisable to use the resource with specific questions in mind and refer back as needed rather

than consuming the work in its entirety.

Some argue that Wikipedia is not a credible source because anyone can edit the page

while others contend that it is the very same community-built concept that keeps accuracy in

check. Nonetheless, the resource is included in this list because it serves as a wide-angle look

at mindfulness which can offer a refreshing and grounding view when so many other

resources are niched. Educators seeking to understand the foundation and vast applications of

mindfulness would find this resource beneficial to visit and revisit as needed.

Citation
Mindfulness. (n.d.). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Mindfulness
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7. Resilience to Bullying: Towards an Alternative to the Anti-bullying Approach

In this peer-reviewed article the author discusses a “resilience-based” approach to decrease

bullying behavior. The authors argue that an anti-bullying approach is not sufficient on its own

and that results of such programs are not consistent. Moore and Woodcock categorize most anti-

bullying programs as having four main approaches: behavioural rule-based approaches, non-

punitive approaches, student committees, and student intervention approach. Surveys were

administered to 105 students ranging in age from 10-14.

Results indicated that higher levels of bullying were reported at the high school level, but

elementary students scored higher in mastery and relatedness. The authors postulate resilience,

specifically through relatedness, could help students be less impacted by bullying and negative

behavior. An additional interesting outcome was that students who reported high emotional

reactivity also displayed more bullying behavior. These two findings could support educators

looking to increase resilience, social connection, and self-regulation (to decrease emotional

reactivity) through mindfulness instruction.

This article is thorough and accessible. This connections between measured components as

well as across grade levels is intriguing and could serve as inspiration for continued research.

Additionally, educators who aim to research and implement strategies to reduce bullying

behavior through building resilience (versus behavioural rule-based, non-punitive, student

committees, and student intervention approaches) would find this article illuminating.

Citation
Moore, B. & Woodcock, S. (2017). Resilience to bullying: towards an alternative to the anti-
bullying approach. Educational Psychology in Practice, 33(1), 65-80.
https://ezproxy.wou.edu:2062/doi/pdf/10.1080/02667363.2016.1233488
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8. Does Mindfulness Meditation Increase Empathy? An Experiment.

This peer-reviewed article challenges the presumption that mindfulness leads to empathy. It

describes an experiment involving adults that compares the influence of brief mindfulness meditation

to similar relaxation exercises and mind wandering exercises. The results did not show that

mindfulness practice was more beneficial than the other exercises with the exception of in people

with autistic traits.

A criticism of this experiment is that all the exercises were pre-recorded and relied on

participants listening to content not interacting with information or people. This article does not stand

to support the idea that mindfulness alone can improve empathy, but it also does not disprove

mindfulness as a beneficial practice. It is included in this suggested reading list for two main reasons.

First, it is important to note the quality of interaction with mindfulness principals. Educators should

not expect students to make significant (if any) gains through simple and brief exposure. When

researching, selecting, and developing mindfulness curriculum, educators should look for

opportunities for deeper learning and higher order thinking. Second, a subset of the sample

population experienced measurable benefits compared to the rest. Individuals with autistic traits

(ASD) are characteristically challenged by understanding their own feelings which makes it hard to

perceive and understand the feelings of others. Guided mindfulness practices may aide individuals

with ASD in recognizing their own emotions and consequently, others’ emotions as well. This article

would be of particular interest to educators who are advocating for an interactive and engaging

mindfulness program and those educators who support autistic students.

Citation
Ridderinkhof, A., de Bruin, E. I., Brummelman, E., & Bogels, S. M. (Jan. 2017). Does mindfulness
meditation increase empathy? An experiment. Self and Identity, 16(3), 251-269.
https://www.tandfonline.com/doi/full/10.1080/15298868.2016.1269667
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9. Mindfulness and Compassion in Human Development: Introduction to the Special

Section

This peer-reviewed article addresses the fact that relatively little is known about empathy

development as it pertains to child and brain development timelines. Authors, Roeser and Eccles,

summarize their research in this area and touch on topics ranging from varying definitions for

mindfulness and compassion, familial influence on development, and markers of child

development that could also serve as precursors to mindfulness and compassion.

This relatively short (five page) article explores an interesting and unique perspective about

mindfulness instruction and challenge their reader to consider when, developmentally, are

children able to develop mindfulness? Educators would not expect a two year old to read text

independently because that task does not align with developmental growth and milestones for

that age. Similarly, educators may consider this article and early child development when they

set expectations for young learners exploring mindfulness.

The authors acknowledge the research is sparse on this specific consideration to mindfulness

instruction. However, they do provide a sizeable list of resources that could be used for further

research. By highlighting this gap in mindfulness research perhaps Roeser and Eccles will inspire

more educators and scientists to research the development of the human brain and its capacity for

mindfulness. This article would be interesting to educators who wish to

Citation
Roeser, R. W., & Eccles, J. S. (Jan. 2015). Mindfulness and compassion in human development:
introduction to the special section. Developmental Psychology 51(1), 1-6.
http://ezproxy.wou.edu:2132/10.1037/a0038453
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10. Enhancing Cognitive and Social-emotional Development Through a Simple-to-

administer Mindfulness-based School Program for Elementary School Children: A

Randomized Controlled Trial

This peer-reviewed article outlines a study comparing the results of a social emotional (SEL)

curriculum with mindfulness components to a social responsibility curriculum without

mindfulness components. The study was conducted with four classes of fourth and fifth grade

students over a period of four months. Data was gathered in a variety of formats including

executive function (EF) measurements, peer and self-evaluations and saliva analysis to measure

cortisol a stress hormone. Authors discuss limitations (sample size, blind/non-blind participants,

etc.) of this study and acknowledge future studies should be conducted to confirm or challenge

their data. However, the data showed upper elementary students receiving mindfulness

instruction as part of their SEL instruction our performed their control-group peers in many areas

including cognitive control, empathy, perspective-taking, emotional control, and prosocial

perception (by peers).

This article highlights a wide variety of positive outcomes to mindfulness instruction.

One strength is the diverse data collection strategies and the detailed nature of the study. The

method, data collection, and results are clear. It would be a great article for educators looking to

replicate a study and collect data using the same mindfulness SEL program.

Citation
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F.,
& Diamond, A. (Jan. 2015). Enhancing cognitive and social-emotional development
through a simple-to-administer mindfulness-based school program for elementary school
children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.
http://ezproxy.wou.edu:2132/10.1037/a0038454
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11. Perspectives on a Whole Class Mindfulness Programme

This peer-reviewed article discusses the trial and results of a specific mindfulness

curriculum implemented with eight and nine year old students. Students received instruction

and participated in weekly one-hour sessions for six consecutive weeks. An outline of the

topics and activities presented during the course of the study in listed in this article which

could prove beneficial to readers looking to explore or compare components and themes

within mindfulness curricula. The author notes that the use of metaphor, analogy, concrete

instructions, brief activities, and physical movement make mindfulness exercises especially

applicable to young learners. Overall, the study found that students who participated in the

mindfulness curriculum increased attentiveness, metacognition, self-regulation and felt more

relaxed at school.

The reading flow of this article is bumpy at times but the author does include anecdotal

comments obtained from participant interviews that reflect their qualitative assessment of

their experience. Educators who are interested in gaining insight as to how elementary

students respond (in their own words) to mindfulness curriculum may find this style of

writing and data valuable.

Another intriguing aspect of this study is the extension of mindfulness at home. Students

reported using the skills they learned at school in their home as well. This component of the

study could point to the possibility of SEL skills transferring to other areas of life further

validating their importance in helping students build healthy and respectful relationships.

Citation
Thomas, G. & Atkinson, C. (2017). Perspectives on a whole class mindfulness programme.
Educational Psychology in Practice, (33, 3), 231-248.
https://ezproxy.wou.edu:2062/doi/pdf/10.1080/02667363.2017.1292396
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12. Effects of Mindfulness-based Program on Young Children’s Self-regulation, Prosocial

Behavior and Hyperactivity

In this peer-reviewed article Viglas discusses the implementation and results of a specific

mindfulness-based program for kindergarten students. The experiment group received 20

minutes of instruction at a frequency of three times per week for a total of six weeks. Results

indicated students who received mindfulness instruction improved in self-regulation and

prosocial skills as well as decreased hyperactivity.

The author communicates the research, parameters, and analysis of data with clarity making

it easy to read and understand. The conversation is also backed with visual representation of data

through multiple graphs, tables, and a flow chart detailing the breakdown of participant

groupings at the three participating schools. This study does examine the effectiveness of a

specific program, so it would be especially beneficial for educators who are researching

programs for implementation at their school. It would also support educators who argue

mindfulness instruction is important and beneficial for primary learners.

Citation
Viglas, M., & Perlman, M. (Nov. 2017). Effects of mindfulness-based program on young
children’s self-regulation, prosocial behavior and hyperactivity. Journal of Child and
Family Studies, 27(4), 1150-1161.
https://ezproxy.wou.edu:4368/content/pdf/10.1007%2Fs10826-017-0971-6.pdf
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13. Why do Bullies Bully?

This article, featured in Mindful Magazine, highlights Laura Bakosh and Janice Houlin,

founders of a non-profit called Inner Explorer offering a mindfulness program for schools.

Bakosh and Houlin found their program in research about bullying and mindfulness as well

as evaluation of why other initiates are ineffective. They address the bullying triad and the

positive effects that mindfulness practices in schools can have on reducing bullying behavior.

They boast that classrooms that implement their program report a 50% reduction in reactive

behavior.

This resource is a quick read and is targeted to the general public. It is biased in the way

that its purpose is to promote the program created by Inner Explorer. However, it references

a randomized controlled trial conducted in elementary classrooms to measure the effects of

the program. Educators looking to research specific mindfulness programs would find this

helpful. It is advised to conduct additional research about this (or any specific) program

before implementing in the classroom. A natural would be to locate and review the trial

referenced in the article.

Citation

Why Do Bullies Bully? (Feb. 2014). Mindful, 11-12.

https://issuu.com/mindfulmagazine/docs/mf-06-feb14-digital_sampler/6
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14. Conceptualizing Mindful Leadership in Schools: How the Practice of Mindfulness

Informs the Practice of Learning

This peer-review article emphasizes the importance for leaders in education to utilize

mindfulness as part of their mental health and leadership practices. The analysis of research

summarized in this article positions mindfulness as a tool to combat burn-out. While the article

refers to education leaders (administrators) the same principles apply to classrooms teachers who

are leaders for their students and colleagues. The article includes charts and data comparing old

models of leadership to mindful leadership and neuroscience supporting the benefits of

mindfulness. The concrete examples provided in these chart may illuminate how the reader

already encompasses some mindfulness qualities and which areas could be improved.

Educators can benefit from mindfulness practices both personally and professionally. This

article would be most valuable for educators looking to grow their capacity to lead with

emotional intelligence within their school and classroom. Implicit modeling by adults coupled

with explicit instruction will yield greater results for students. Educators may choose to share

this article with building administrators as evidence of the value of staff-wide professional

development in mindfulness.

Citation
Wells, C. M. (Mar. 2015). Conceptualizing mindful leadership in schools: How the practice of
mindfulness informs the practice of learning. Education Leadership Review of Doctoral
Research, 2(1), 1-23. https://eric.ed.gov/?id=EJ1105711
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15. Bullying Victimization and Depression in Chinese Children: A Moderated Mediation

Model of Resilience and Mindfulness

This peer-reviewed article examines depression as a result of bullying victimization in third

through sixth grade students in China. Students were surveyed to also measure individual

resilience and mindfulness skills. The data from these surveys were then compared to examine

correlations. Results indicated that students who measured higher in mindfulness skills were also

less impacted by depression as a result of bullying. This could point to the value of explicitly

teaching students mindfulness skills as a strategy to address negative effects of bullying.

The authors thoroughly explore resilience and mindfulness offering numerous researched-

backed definitions. However, the use the phrases “mediating effects of resilience” and

“moderating effects of mindfulness” ad nauseam muddling their discussion, analysis, and

conclusion. Although brief in length, this (four page) paper requires repeated reading. It would

not be a good start for someone beginning their research or looking for a quick read. However, it

does stand to support the claim that bullying leads to lasting negative psychosocial effects and

mindfulness is a strategy that could help combat that damage.

Citation
Zhou, Z.-K., Liu, Q.-Q., Niu, G.-F., Sun, X.-J., & Fan, C.-Y. (2017). Bullying victimization and
depression in Chinese children: A moderated mediation model of resilience and
mindfulness. Personality and Individual Differences, 104, 137- 142.
https://doi.org/10.1016/j.paid.2016.07.040
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Conclusion

Bullying is harmful to all members involved in the triad. An overwhelming majority of

students can identify as being affected by a bullying event in one capacity or another. To combat

lasting psychological damage and break the cycle of bullying, schools may find regular

mindfulness practices effective in increasing resilience, empathy, and decreasing reactivity.

“Mindfulness offers some distinct features which may make it particularly appropriate for use

with younger children or pupil groups. These include the use of metaphor and analogy, concrete

instructions, limited time periods and physical movement,” (Thomas & Atkinson, 2017).

Students need implicit and explicit instruction with mindfulness to help them build empathy for

others and resilience to bullying (including prosocial behavior) so school can feel safe and

welcoming for all. Securing students’ sense of safety and belonging can lead to significant

academic growth.

Educators who research and practice mindfulness may experience positive results in their

personal and professional lives. Mindfulness as a stress management technique can combat

professional burn out. Intentional instruction with vetted mindfulness programs or exercises can

lead to numerous social emotional and academic gains. The education field is experiencing a

sizable shift to integrating social emotional learning (SEL) in elementary classrooms. Additional

research to expand current findings and explore new correlations can help shift the perspective of

“emotional intelligence and empathy as soft science to being backed by a growing body of

empirical data,” (Wells, 2015). Using data found in this reading list and through additional

research, educators can feel armed to advocate for interactive and creative mindfulness

components in their adopted SEL curriculum.