Date of Award


Document Type


Degree Name

Education (Ph.D)


Administrative and Instructional Leadership

First Advisor

Rene S Parmar


The purpose of this study was to gain an understanding of the impact of the Mindful Schools curriculum on students’ academic performance, stress management, and academic and social self-perception. Comparisons of fall-spring academic growth measures and other data gathered over 2 years—before and after implementation of the curriculum—revealed academic, stress management, and self-perception impacts of the intervention. Student test scores from the reading (n = 322) and mathematics (n = 321) sections of the Northwest Evaluation Association were evaluated and found that the Mindfulness-Based Intervention led to significant growth from pre-intervention and post-intervention years. A repeated measures ANOVA found a significant difference in reading and mathematics scores between students of different races and students from different school buildings. The findings from this study support prior research that indicates that MBIs are a safe and effective form of Social and Emotional Learning when implemented in the school setting.