School-based mindfulness: Application of the PARiHS framework to contextualize implementation.
Journal of school psychology April 1, 2025 Deborah L. Schussler, Sebrina L. Doyle Fosco, Melia A. Brown 3 citations
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.