Uncovering contradictions and opportunities with CHAT : how schools develop mindfulness culture

Abstract

Objectives Considering the varying effectiveness of mindfulness programmes in schools and the limited research on school culture, this study explores how mindfulness culture develops in schools with different implementation patterns: top-down, bottom-up and mixed types. Method This qualitative research involved three schools participating in a project which aimed at promoting mindfulness culture in schools. Based on the Cultural-Historical Activity Theory (CHAT), the study examined the experience, contradictions and solutions of each school in the development of mindfulness culture. Data were collected through class observations, focus group discussions with teachers and students, individual interviews with principals and educational psychologists and a review of pertinent school documents. Results The findings highlight that support from the principals is essential, particularly in shaping the goals and desired outcomes of the mindfulness initiative in schools. It is also crucial to have consensus among involved parties—leaders, teachers, students and parents. Specifically, the absence of collaboration and agreement between the principals and teachers poses a greater barrier to success than inadequate support from leaders alone. CHAT also reveals the importance of recognizing and addressing contradictions when developing mindfulness culture in schools. Failing to recognize these contradictions can hinder the development and implementation of strategies. Conclusion The current findings indicate the important role of leaders, collaboration and consensus with shared goals in schools when developing mindfulness culture. Reflecting on contradictions in specific contexts can facilitate strategic responses. Future research can focus on developing tools for evaluating a mindfulness culture and supporting appropriate adaptations in schools to enhance its sustainability.