129 Summary and general discussion How can we further integrate mindfulness into the classroom and school? The integration of mindfulness into classrooms can be approached through various methods. Research suggests that teachers who have undergone mindfulness training themselves are better equipped to teach mindfulness effectively (Felver et al., 2016; Meikljohn et al., 2012; Roeser et al., 2012; Weare, 2019; Zenner et al., 2014). When teachers practice mindfulness, they can model techniques, manage stress, and create supportive environments for pupils (Roeser et al., 2012; Weare, 2019). According to Jennings “It is how they teach, not just what they teach, and if a teacher is mindful in a classroom, the kids learn to be mindful” (as cited in Osten Gerszberg, 2017). As demonstrated in this thesis, implementing MBSR training solely for elementary school teachers has yielded positive effects on both teachers and pupils. For example, it has led to improvements in classroom climate quality, increased teacher awareness during teaching, and better adaptation of teaching to the needs of pupils. This suggests that teaching MBSR to teachers can indirectly benefit pupils without adding mindfulness to the curriculum. Another scenario entails teachers completing both MBSR/MBI-teacher training and pupilfocused mindfulness training, tailored to pupils’ ages. While there is a growing availability of such programs, research in the Netherlands has mainly focused on MindfulKids, a method designed for pupils aged 9 to 12 (Weijer-Bergsma et al., 2014). Additionally, some schools also use the Eline Snel Method (www.elinesnel.com), which offers a school-wide program. However, integrating such programs into the curriculum poses challenges, including financial and time constraints, sustainability of implementation, and the need for patience to acknowledge that progress may not follow a linear path (Weare, 2019). Additionally, fostering shared understandings within the school community is essential (Weare, 2019). It therefore needs supportive leadership and positive teacher attitudes (Braun et al., 2024). Further research into program quality and school preferences is necessary to address these challenges. Alternatively, specialized teachers from within the school team, trained in a pupil-focused mindfulness program, can deliver instructions to pupils while their regular teacher remains present to follow-up on lessons. This approach ensures continuity and facilitates the integration of mindfulness into daily teaching, thereby enhancing its effects. Research by Zenner et al. (2014) confirms that the more mindfulness practice, the greater the impact on pupils. Integrating mindfulness into the regular curriculum offers benefits such as continuity, integration with other socio-emotional learning goals, and fostering rapport with pupils (Black & Fernando, 2014; Roeser et al., 2012). Additionally, external mindfulness trainers can provide mindfulness education in schools, although their qualifications and teaching skills must be carefully considered (Wassink, 2015). Elementary school teachers often possess a deeper comprehension of child 7
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