School-Based Interventions in Albany Park, Chicago: Challenges and Lessons Learned

2009 ◽  
Author(s):  
Dina Birman ◽  
Wing Yi Chan ◽  
Meredith Emily Poff
Keyword(s):  
Lessons Learned ◽  
School Based ◽  
School Based Interventions

scholarly journals Pathways: lessons learned and future directions for school-based interventions among American Indians

2003 ◽  
Vol 37 ◽  
pp. S107-S112 ◽  
Author(s):  
Joel Gittelsohn ◽  
Sally M Davis ◽  
Allan Steckler ◽  
Becky Ethelbah ◽  
Theresa Clay ◽  
...  
Keyword(s):  
American Indians ◽  
Lessons Learned ◽  
Future Directions ◽  
School Based ◽  
School Based Interventions

School-based interventions to improve sleep duration: Lessons learned and future directions

2021 ◽  
Author(s):  
Jill L. Kaar ◽  
Anne E. Bowen ◽  
Emma Clark ◽  
Meredith Ware ◽  
Jessica L. Chandrasekhar ◽  
...  
Keyword(s):  
Sleep Duration ◽  
Lessons Learned ◽  
Future Directions ◽  
School Based ◽  
School Based Interventions

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

Sign in / Sign up

Export Citation Format

Share Document