The effects of replacing traditional punishment with mindfulness practices in schools

Abstract

In an era where traditional punitive measures are increasingly critiqued for their efficacy and potential harm, this study delves into the effects of introducing mindfulness practices as disciplinary measures in secondary school settings. Situated in an urban school environment and spanning a six-month duration, the research employed a quasi-experimental design involving 40 students. Quantitative findings indicated a significant reduction in behavioral issues and an enhancement in psychological well-being among students subjected to mindfulness interventions. Qualitative insights, gathered from focus group discussions with educators and students, echoed these results, elucidating the transformative potential of mindfulness in fostering a positive learning environment. However, concerns were raised about the time and resources required for consistent mindfulness implementation. While the study offers promising insights, the results are bound by certain limitations, including a specific age and geographical focus. The findings underscore the potential of integrating mindfulness practices in educational settings, advocating for a balanced approach in school discipline that melds traditional and contemporary methods. Future research is recommended to explore the long-term implications across diverse demographics and settings.