ABSTRACT
Using a participatory action research approach, this pilot project examined how mindfulness techniques could be integrated into classroom routines in Head Start programs, which serve children who live below the federal poverty line. In Study 1, we conducted limited-efficacy testing and examined the implementation of our intervention, which we refer to as Project CaLM (Children Learning Mindfulness). Although the study lacked adequate statistical power, when comparing the well-being of children who did and did not receive the intervention, most results were in the expected direction, but were non-significant. Still, findings show that teachers generally implemented Project CaLM at greater frequencies and duration than expected. Study 2 investigated the acceptability of and demand for mindfulness strategies among teachers and parents using both survey and open-ended questions. Results revealed favorable views of and interest in mindfulness practices. Future research should consider extending Project CaLM in terms of sample size and context.
