Post on 16-Sep-2020
Running Head: EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE 1
Growing Mindfulness and Emotional Regulation in High Risk Secondary School Students with
Headspace
Scott W. Bennett
Johns Hopkins University School of Education
2EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
1. Theory of Change and Logic Model
This evaluation plan assumes that student behavior in academic settings can be improved
by giving students tools to help self-regulate emotional states. By enriching student
experiences in the secondary classroom, there will be a correlated benefit to their learning
and achievement in addition to their social/emotional well-being.
3EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
2. Literature Review
Since the introduction of the smartphone to mainstream consumers a decade ago,
educators have been adapting and using commercial apps for instructional support and
academic ends. Only more recently apps have been designed with the classroom in mind,
while many others were designed for the general public and only later adapted for
classroom use. The current iteration of Google Classroom is an example of this
modification. Released in 2014, it sought to answer the demand for online organizational
and logistical needs of students, teachers, and schools. But the ability of apps to
transform the educational milieu regardless of their designed purpose spans back to the
very first commercially available tablets and smartphones. In fact, the 2010 The New
Media Consortium’s Horizon Report their (mobile devices and apps) “power lies in their
ubiquity, their portability, the wide range of things that can be done with them, and their
ability to access the Internet nearly anywhere through the growing cellular network.”
Paralleling (though not necessarily correlating to) the rise of app-based computing over
the last ten years, schools and education professionals have also been reacting to a
growing social and mental health crisis (Ho, S. M. Y., et. al. 2018). Increasing numbers
of students nation-wide are reporting that they are disengaged, disinterested, anxious, or
depressed as they transition from middle school to high school (Ho, S. M. Y., et. al.
2018). While schools and educational leaders are responding with Culturally Responsive
4EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
Teaching and Social Emotional Learning practices, it is clear that students need more
supports and coping mechanisms for the modern world.
Title Searches, Articles, Documents, and Journal Research
This literature review includes a selection of peer-reviewed journals that focus on the
effectiveness of meditation and mindfulness teaching for adolescent students. While there
appears to be limited research on the effectiveness of digital delivery of guided
meditation, there are studies that show the use of small audio, internet-based, and virtual
reality delivery devices are effectual means of therapeutic delivery.
Historical Overview
Traditionally secondary classroom teachers have been primarily regarded as content area
experts and to a lesser extent developmental specialist. As such, they are have often taken
a more hands-off approach to the social and emotional well-being of their students
frequently treating their students as young adults rather than older adolescents. As
academic achievement gaps and incarceration rates for minority and economic groups
persist, there has been increased awareness and responsiveness dedicated to supporting
these habitually marginalized parties. Schools have a long practice of assigning
increasing levels of disciplinary actions to change student behavior. These exercises have
mostly exacerbated the outcome disparities between subgroups. Suspensions and
expulsions have been shown to disproportionately affect minorities. Guidance counselors
(and more recently school-based social workers) have also provided intervention
measures. More recently restorative justice practices have sought to teach students coping
skills, better ways to handle conflicts, and process trauma. But these are still reactive
5EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
practices which are triggered only after an incident or trauma. There has yet to be an
overt proactive approach to teaching emotional regulation in secondary settings.
Student and Teacher Take-Aways
Positive Effects on Student Behavior. There seems to be a growing consensus on the
effectiveness of teaching mindfulness and practicing guided meditation in the classroom.
In a study published by the Journal of Juvenile Justice (Evans-Chase, M. 2013),
researchers investigated the degree to which internet-based mindfulness meditation
supported “interactional self-regulatory capacities of incarcerated youth.” Participants in
the experimental group showed a greater ability for the “suppression of aggression” than
the control group (Evans-Chase, M. 2013). In addition, a literature review published by
Health Educator stated that meditation practices “produce positive effects on adolescent
psychological health.” Of the physical health improvements established in the fourteen
studies over the last fifteen years, the ones most encouraging were “reduced depression,
anxiety, and stress, increased overall well-being, self and emotion regulation, positive
affect, and resilience.” (Erbe, R., & Lohrmann, D. 2015) These improvements also
produced lasting secondary gains for the participants including “academic related
outcomes include increased attention, cognitive, and academic performance.” (Erbe, R.,
& Lohrmann, D. 2015) The most favorable consequences of this review though might be
the finding that introducing and teaching meditation suggest there is significant impact
regarding to the “feasibility, acceptability, and efficacy throughout a broad range of
adolescent groups including males and females, learning disabled, those with ADHD and
other psychological disorders, along with those in diverse cultural settings.” (Erbe, R., &
Lohrmann, D., 2015) In a 2015 study published by The Journal of Religion and Health,
6EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
researchers found that a particular kind of guided meditation led to specific pro-social
behavior including empathy and generosity in adults (Bankard, J. A. (2015). Teenage
students have a brain that is still developing though, and the results of this study are
encouraging, but not directly applicable to adolescents.
Barriers to Implementation. The most effective mode of delivery of guided mediation
is still subject to discussion. While findings are positive, many teachers are unequipped to
successfully lead a practice. Providing teachers with the professional development is both
time consuming and expensive. While the technology available is readily available in the
form of apps and internet-based downloads, there are often fees associated with
subscriptions or licenses. The research supports implementation, but resources and buy-in
from district and school leadership is crucial to making it happen.
Summary
There is abundant evidence to point to the emotional, social, cognitive, and behavioral
benefits of practicing guided meditation. More specifically there is also a growing body
of research that supports the use of guided meditation with all high school students to
increase emotional regulation and coping mechanisms. The most effective means of
delivery is still unresolved, but with cost of technological solutions like apps or web-
based platforms decreasing, school and district leaders should look to dedicate time and
resources for professional development and implementation for all students.
3. Needs Assessment
7EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
This proposal is an effort to address a social-emotional need in 9th grade classrooms like
the one where I began my teaching career. In order to help students before conflict
escalates, I want to provide access and assistance in using a meditation app Headspace.
While this will be a whole classes initiative teaching students how to use a meditation
application (that can be downloaded onto their phones), the supports are targeted at
affecting a smaller group of pre-identified high-risk individuals. My classroom has
always trusted constructivist ideals, and I believe delivering an emotional regulation skill
is an indispensable tool for students and adults in the 21st century.
As a high performing comprehensive urban public school with an enrollment of 1400, we
find that while the majority of our students come to high school with only basic coping
and social-emotional skills. Within in this population there is also a group which is even
more vulnerable and even less prepared. This subgroup lacks the necessary emotional
regulation and coping skills to be successful in a large and diverse student body. Every
fall we experience this problem again as a new group of students come from all over the
city and are unable to process the emotions of fear, stress, and anxiety. Our feeder
schools are geographically separated across the city, and as we have open enrollment
with our Academy model, we find our students feel overwhelmed by their new
community. When students don’t feel safe or in control, those feelings manifest in the
form of bullying, classroom disruptions, and sometimes even violence. When students are
in conflict, they are less likely to be in class, either because of skipping or suspensions.
8EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
Compounding these problems, the student body also comes from a diverse background
with many (50%) qualifying for fee waivers and some (approx. 10%) speaking English as
a second language. While there are many provisions already in place for academic
assistance, there are no current social-emotional supports beyond the counselor’s office
(which is often over-burdened with testing and exceptional education). With the average
class size approaching 35 pupils, teachers are also ill-equipped and have a history of
addressing only the most serious of offenses.
9th grade African American males are the most frequently suspended demographic in our
school. Not only is there a social emotional need apparent here, but there is a social
justice issue that needs addressing as well. The first year of high school is a pivotal time
for establishing a successful academic record. If we can reduce suspensions and increase
the amount of time students are in class, we will be helping to ensure all students have a
successful high school experience and a solid path to graduation. Clearly an intervention
program is needed to identify, intervene, and support students during this transition.
A successful project will see the introduction and implementation of a guided meditation
application (Headspace) and program. Its aim is to provide students with a coping
mechanism in real-time. It will reduce the levels of anxiety and social unease by
providing students with a means to regulate their emotive state. This change will be
visible in the number of office referrals and serious infractions being reported for
discipline. Also, student engagement and attendance will increase as a result.
9EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
The local stakeholders for this project include the students, parents, counseling staff, and
administration. Secondary sponsors are the central office staff concerned with discipline,
attendance, and security.
4. Significance of the change initiative
We live in a world that is driven by negative feelings of fear and anxiety. The political,
economic, and social worlds are experiencing unprecedented upheaval and disruption.
The proliferation of social media and communication channels are also creating and
feeding the immediacy of an uncertain world and they stimulate a fear of missing out.
These changes, some for the better and some for the worse, leave people (teenagers
especially) prone to mood disorders, panic attacks, and irrational beliefs.
The science behind meditation and a practice of mindfulness is just starting to catch up
with centuries of belief. Through guided meditation, the effects of anxiety and feeling out
of control can be mitigated and changed. A cursory search of the Johns Hopkins Sheridan
Library produced thousands of scholarly articles and journals which supported a
consistent meditation practice produces many measurable health benefits i.e. lowering
blood pressure, heartrate, and the cortisol levels (Adams et al., 2018)
Instructional time, teaching time, and the opportunity and option for students to practice
are needed for this to work. If the initiative is supported and introduced with significance,
10EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
the skills learned could have long lasting effectiveness on the mental and emotional
health of students.
5. Change Initiative Design
The goals of this initiative are twofold:
1) All students will feel a decreased level of anxiety and stress in the school after
continued use and support of the guided meditation application. This will be
measure through surveys, attendance data, and achievement scores.
2) There will be a decrease in behaviors referrals for all demographics, but
especially those identified as high-risk. This will be measured through
offenses logged in support and intervention data. In addition, graduation rate
can also be tracked for evidence of positive change.
By giving at-risk students access, support, time, and technology, this initiative will teach
them how to better identify, regulate, process, and engage their emotions. These are skills
which most, but not all, high school students possess. By providing the app and teaching
for all, and targeting and supporting specific at-risk students, the aim to better equip all
students for the social and academic pressures of a large diverse community.
For decades, consequences and punishments were the standard practice of educational
institutions. Only after a problem or conflict would teachers or administrators become
involved. By taking a more proactive approach, behavioral interventions seeking to give
tools to students to help social and emotional conflict before they become disruptive or
11EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
violent. After school clubs like conflict resolution and peer mediation were tried, but their
formality and practices were prohibitive to real help that students need in the moment,
not only after school.
Endorsing mindfulness and guided meditation as a level I intervention is a little beyond
the vision of most administrators and teachers. It will take a transformational leader,
either a classroom teacher or administrator to inspire buy-in and encourage staff and
students to take risks. They should have an affinity for empathy, open-mindedness, and
communication.
6. Evaluation Questions
A. To what extent does the teaching of emotional regulation and use of the meditation
application Headspace decrease classroom disruptions?
B. In what ways are classroom experiences enhanced by the use of guided meditation
apps like Headspace?
C. To what extent can these findings be reliably reproduced?
7. Evaluation Framework
1. In order to answer these questions baseline data for disruptive behavior in 9th grade
English classrooms needs to be recorded. Only then can comparisons be made to the
experimental intervention group. If the data shows a decrease in disruptive behavior, it
does not necessarily mean that the instruction in and use of meditation apps is directly
related. Secondary sources of data (learner attitude surveys, attendance, and even
12EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
achievement scores) can strengthen the validity of the practice, but to be reliable the
practice will need to be predictably replicated in future trials.
2. The best source of data for our use is in the referral rate for these classes. There are
two different kinds of referrals for discipline which need to be considered. We want to
look at the total numbers of referrals written and also the number of students who are
receiving referrals. This is important to consider because often times most of the referrals
from a class come from only a small percentage of the students. This data is readily
available by teacher, period, students, and date.
3. A spreadsheet utilized by both administrators and teachers will record the infractions
and consequences. A shared online format like Google Sheets will make the recording
and data analysis easily available for all shareholders.
4. The timeline for implementation should be long enough to collect a large enough
sample and determine a baseline before employment begins. The year is broken into four
9-week sessions. Data from the first quarter should be sufficient enough to conclude a
baseline. Therefore, the teaching and instruction of the meditation app can begin in the
second nine weeks, and after the teaching, data can be collected again in the third nine
weeks for comparison. Student and teacher surveys should be conducted before, during,
and after implantation.
5. This plan and its results should be freely available to all students, teachers,
administrators, and parents. If warranted, professional development modules should be
revised and applied in the future across the school to give additional benefit to all
students.
13EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
References
Adams, Z. W., Sieverdes, J. C., Brunner-Jackson, B., Mueller, M., Chandler, J., Diaz, V., &
Treiber, F. A. (2018). Meditation smartphone application effects on prehypertensive
adults’ blood pressure: Dose-response feasibility trial. Health Psychology, 37(9), 850-
860. doi:10.1037/hea0000584
Bankard, J. A. (2015). Training Emotion Cultivates Morality: How Loving-Kindness Meditation
Hones Compassion and Increases Prosocial Behavior. Journal of Religion and
Health, 54(6), 2324–2343. https://doi-org.proxy1.library.jhu.edu/10.1007/s10943-014-
9999-8
Erbe, R., & Lohrmann, D. (2015). Mindfulness Meditation for Adolescent Stress and Well
Being: A Systematic Review of the Literature with Implications for School Health
Programs. Health Educator, 47(2), 12–19. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1153619&site=ehost-live&scope=site
Evans-Chase, M. (2013). Internet-Based Mindfulness Meditation and Self-regulation: A
Randomized Trial with Juvenile Justice Involved Youth. Journal of Juvenile Justice, 3(1),
63–79. Retrieved from http://search.ebscohost.com.proxy1.library.jhu.edu/login.aspx?
direct=true&db=i3h&AN=93261100&site=ehost-live&scope=site
Hwang, Y.-S., Kearney, P., Klieve, H., Lang, W., & Roberts, J. (2015). Cultivating Mind:
Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem
Behaviours, and Their Mothers. Journal of Child & Family Studies, 24(10), 3093–3106.
https://doi-org.proxy1.library.jhu.edu/10.1007/s10826-015-0114-x
14EVALUATION PLAN: GROWING MINDFULNESS WITH HEADSPACE
Navarro-Haro, M. V., López-Del-Hoyo, Y., Campos, D., Linehan, M. M., Hoffman, H. G.,
García Palacios, A., … García-Campayo, J. (2017). Meditation experts try Virtual Reality
Mindfulness: A pilot study evaluation of the feasibility and acceptability of Virtual
Reality to facilitate mindfulness practice in people attending a Mindfulness
conference. Plos One, 12(11), e0187777. https://doi.org/10.1371/journal.pone.0187777
Yang, K., Su, W., & Huang, C. (2009). The effect of meditation on physical and mental health in
junior college students: a quasi-experimental study. Journal Of Nursing Research
(Taiwan Nurses Association), 17(4), 261-269. doi:10.1097/JNR.0b013e3181c17f77