Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust: A qualitative study

Based on an overarching analysis of the ecological levels or contexts that implementers experienced as barriers and facilitators in the delivery of a mindfulness‐based social‐emotional learning program, this study reveals the importance of relational trust between the implementer and actors within t...

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Bibliographic Details
Published in:Psychology in the schools 2022-08, Vol.59 (8), p.1643-1671
Main Authors: Mischenko, Polina P., Nicholas‐Hoff, Pamela, Schussler, Deborah L., Iwu, Jessica, Jennings, Patricia A.
Format: Article
Language:English
Subjects:
Barriers
Case studies
Classroom observation
Classrooms
Compassionate Schools Project
Curricula
Elementary education
Elementary School Students
Elementary schools
Emotions
facilitators
Facilitators (Individuals)
Family Involvement
Family school relationship
Fidelity
implementation
Inferences
Interpersonal Relationship
Interviews
Learning
Learning environment
Metacognition
Mindfulness
Program Implementation
qualitative
Qualitative research
relational trust
School Administration
School Districts
Social & emotional learning
social‐emotional learning curriculum
Students
Teacher Effectiveness
Teachers
Teams
Trust
Trust (Psychology)
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