The Impact of Mindfulness Procedures to Increase On-task Behaviors in High School Students

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

David Tack





Mindfulness procedures are continuing to be implemented throughout our nations’ high school classrooms. The purpose of this study is to understand the potential impact of incorporating mindfulness practices into the classroom and the effect it would have on students’ ability to maintain focus and be on-task. The research questions included:

  1. How will incorporating mindfulness procedures impact on-task behaviors?
  2. What are the perceived benefits of mindfulness procedures for high school students?
  3. Which implementation procedures seem to be most effective for student achievement?

The participants were students at a juvenile detention center in a Midwestern city. Students were instructed on various mindfulness procedures. Students were evaluated using a daily rating through classroom observation of their on-task behavior and completion of student questionnaires. The improved results on their daily point ratings and positive response on the student surveys showed a positive impact. Students indicated they felt calmer, more relaxed and less reactive following mindfulness activities. The results and feedback reflect what research finds in that mindfulness practice decreases stress and anxiety, increases attention, improves interpersonal relationships, strengthens compassion, and has a host of other benefits. The study reflected the incorporation of mindfulness breathing and movement practices helped regulate students’ emotions and increased their ability to be on-task.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract only: No full text available.