K-12 Education
Helping build healthy learning communities
Using our AIDE model of program delivery, we assess the needs of the learning community we will train, individualize our curriculum based on those needs, deliver the curriculum with a highly-qualified instructor, and evaluate the progress of our programs through teacher observation, questionnaires, interviews, self-reports and quantitative outcomes, such as changes in students’ performance, both academically and socially.
Moreover, this approach aligns with the Individuals with Disabilities Education Act call for learning communities to provide school-wide (“tier 1”) services that are data-driven and evidence-based while adaptive to ongoing assessment.
Many educators fear such third-party intervention school-wide would be expensive, but one program can cost about the same as a half-time classroom paraprofessional.
And funding is more available for programs like ours than many educators realize.
Click here to download information about how to leverage funding for Positive Behavioral Interventions and Supports (PBIS) to bring Be Mindful to your district.
Results
Elementary Research
We conducted a study on the impacts of a 10-week mindfulness intervention on 4th grade students in a Denver public school serving a low-income community. Participants scored 600% higher on pro-social behavior, 250% higher on emotional regulation, and 550% higher on academic achievement than those who did not attend mindfulness training. In addition, 100% of the students anonymously reported that they enjoyed the class, benefited from the practice, had a desire to continue and shared the belief that all other students should learn mindfulness. The teacher reported an increase of 11-20 minutes of teaching time.
Middle School Impact
Research conducted with CU-Anschutz at Denver Public Schools and Adams 14 on a Be Mindful program combining schoolwide (Tier 1), small group (Tier 2), and individual (Tier 3) supports found: Significant improvement in sleep quality; Significant improvement in managing emotions, communication with others, staff kindness to others; Significant reductions in bullying and disruptive classroom behavior; Out-of-school suspensions dropped by 88%; and In-school intervention room (i.e. in-school suspension) assignments dropped by 67% See what a middle school principle said about a Be Mindful school-wide intervention. Download Principal Tonk's letter of support.
