School-based mindfulness: Application of the PARiHS framework to contextualize implementation.
Deborah L. Schussler, Sebrina L. Doyle Fosco, Melia A. Brown
Journal of school psychology April 1, 2025 DOI: 10.1016/j.jsp.2024.101404 via PubMed
Summary
Personal and structural factors work together to determine whether school-based mindfulness programs succeed. Buy-in from educators was strongest when supported by champions in leadership positions. Time constraints and the implementation process itself were the most important contextual factors. First-hand, informal evidence of the program's impact influenced teacher buy-in more than published research studies.
Study at a glance
| Characteristics | Exploratory sequential mixed methods design Qualitative Peer reviewed |
|---|---|
| Sample size | 31 |
| Population | Educators in eight schools and Peace of Mind program staff |
| Intervention | Peace of Mind (PoM) program |
| Topics | Meditation |
| Keywords | Context Implementation science K-12 schools Leadership |
| Citations | 3 |
| Key finding | Successful implementation of the Peace of Mind program depends on personal factors (buy-in from champions in leadership) and structural factors (time and implementation process) working together, with informal evidence influencing buy-in more than research studies. |
Abstract
Although school-based mindfulness programs are increasing, contextual issues that facilitate or hinder program implementation are poorly understood. Utilizing an implementation science framework (i.e., Promoting Action on Research in Health Services [PARiHS]) as a heuristic for data collection and analysis, we used an exploratory sequential mixed methods design to investigate implementation barriers and facilitators of the Peace of Mind (PoM) program from the perspective of educators (n = 27) in eight schools and PoM staff (n = 4) using diverse implementation approaches. The integration of qualitative interview data and mixed methods survey data suggests that a combination of personal and structural factors is critical for successful program implementation, with these factors operating synergistically. The most salient factors related to facilitation of PoM implementation included robust buy-in supported by strong champions who were also in leadership positions. The most salient factors indicated for context related to time and implementation process. First-hand, informal evidence impacted buy-in more than distal research studies. The implications for SBMP implementation and implementation research are discussed.