Dynamic Mindfulness Research

For more than 16 years the Niroga Institute has been bringing Dynamic Mindfulness to schools. From the beginning, we’ve understood the importance of program evaluations and research for the effectiveness of our programs.

Independent researchers in educational psychology, neurobiology, social welfare and youth development are investigating the impact of Niroga’s Dynamic Mindfulness programs on vulnerable youth. Many research studies support this powerful approach to improving school climate and students’ well-being. Those studies are what we use as the framework for the Dynamic Mindfulness courses.

This research is led by Niroga Institute Research Director Jennifer Frank, PhD, who is Assistant Professor of Special Education and School Psychology and Research Assistant Professor at the Pennsylvania State University Prevention Research Center (PRC).

Dr. Frank’s report on a randomized control trial of in-class TLS in a challenging urban school found that students showed lower levels of perceived stress and greater levels of self-control, school engagement, emotional awareness, distress tolerance and altered attitude towards violence.

We also know that the practices of Dynamic Mindfulness help teachers as well as their students. The University of Virginia’s Curry School of Education found that mindfulness stress management practices can improve a teacher’s social and emotional well-being, which can lead to improved classroom climate and student engagement.

"Teachers who are able to reduce the level of stress they are experiencing have an improved ability to recognize a student's perspective and how their own judgments or biases are impacting their reaction to a student," Jennings said. The findings definitely suggest that mindfulness-based interventions can have 'downstream' effects on the classroom environment and on the students.

 


Related Published Independent Research