2016 Annual Conference

Melissa K. Waller

In urban education, disenfranchised and marginalized student populations face a higher risk for a variety of detrimental outcomes, which are associated with poor attendance, maladjusted behavior, inadequate academics, and social-emotional complexities related to stress. Studies have indicated mindful school based methodologies and interventions have assisted with improving social emotional regulation amid students demonstrating habitual behavioral challenges and established stronger rapport amongst staff by creating mindful environments to assist students with their coping skills and awareness.