A Mindfulness Intervention to Decrease Misbehaviors, Increase Mood and Provide Aid for Emotional Regulation, Increase Attendance and Provide for Academic Growth within a Classroom of Kindergarteners

Date of Award

Spring 5-13-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


mindfulness intervention, misbehaviors, emotional regulation, social and emotional learning, positive behavioral interventions and supports, prosocial behavior


The purpose of this study was to explore a mindfulness intervention (Brolin, 2021) with one classroom of kindergarteners, age ranging in 5-6 years old, at Longfellow Elementary in Fargo, ND. The intervention goal was to decrease misbehaviors, increase mood and provide aid for emotional regulation, increase attendance, and provide for academic growth. Data were collected on 22 students, “The Mindfulness Group.” The data were collected in two different time frames. The first data samples were collected during the first 4 weeks beginning the research project, and the second data samples were collected weeks 8-16. Data collected included the number of misbehaviors and the activity while the misbehavior was occurring, total number of absences/tardiness, a student emotions survey, along with answers to open-ended questions asked of students when recording their feelings for the day. There were anecdotal notes to track students’ comments and actions throughout the day. Students also provided a journaling page with pictures/words to depict how they were feeling when partaking in the mindfulness practices. Each student’s academic performance was tracked in the form of three different tests: Achievement Improvement Monitoring System (AIMS) reading assessment, Add+Vantage Math Recovery (AVMR) math assessment, and Fountas and Pinnell (F&P) with text leveling students’ instructional reading level. I predicted all students who participated in the mindfulness activities not only would show a decrease in student misbehavior but also show an increase in academic growth. The results of this study showed a decrease in student’s misbehaviors and absences/tardiness, and a modest increase in both overall mood and academic performance.

Abstract only: No full text available.