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Mindfulness connection (MBSR) program integration into high school curriculum

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Mindfulness connection (MBSR) program integration into high school curriculum

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Content 1
MINDFULNESS CONNECTION (MBSR) PROGRAM INTEGRATION INTO HIGH
SCHOOL CURRICULUM
Capstone Project Paper & Prototype
Cheryl Tatum
University of Southern California Suzanne Dworak-Peck School of Social Work
DSW Program
Dr. Harry Hunter
December 2023

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TABLE OF CONTENTS
Acknowledgements .........................................................................................................................4
Executive Summary.........................................................................................................................5
Abstract..........................................................................................................................................11
Positionality Statement ..................................................................................................................11
Problem of Practice and Solution Landscape ................................................................................13
Conceptual/Theoretical Framework ..............................................................................................18
Project Description ........................................................................................................................20
Methodology..................................................................................................................................27
Implementation Plan/Strategy .......................................................................................................28
Conclusions and Implications........................................................................................................36
References .....................................................................................................................................38
Appendix A: Implementation Plan ................................................................................................45
Appendix B: Program Logic Model ..............................................................................................46
Appendix C: Electronic Program Access Instructions ..................................................................47
Appendix D: Social Media Campaign...........................................................................................48
Appendix E: Infographic ...............................................................................................................49
Appendix F: Design Concept.........................................................................................................50
Appendix G: Journey Map (TTM) ................................................................................................52
Appendix H: Interactive Journey Map ..........................................................................................53
Appendix I: Line-Item Budget and Narrative................................................................................54
Appendix J: MBSR Sample Mindfulness Technique Stress Teens (n.d.) .....................................56
Appendix K: Mindfulness Connection Program Prototype Link ..................................................57

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Appendix L: From: Systematic review of the Exploration, Preparation, Implementation,
Sustainment (EPIS) framework (Moullin et al., 2019) ............................................................57
Appendix M: Level 3 Communication Strategy -Virtual Platform/Webpage Mockup.................58
Appendix N: Pre-Test/Post Test Perceived Stress Scale (PSS).....................................................59

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Acknowledgements
I would like to first thank my children and my husband for their unwavering commitment
to being my forever support team, who always challenges me to take chances on myself. I would
also like to say thank you my USC family cohorts and faculty for your wisdom and expertise you
have made this a true genuine experience and I hope we will be forever connected. I would like
to thank Dr. Hunter, for your patience, guidance, encouragement, and consistent support, that
pushed me to the finish line and that did not go unnoticed and made this grueling process well
worth it. I would also like to send a special thanks to Elizabeth Jones-Ueding my external
committee member who has been a true light in a sometimes-dark place. Thank you for always
reminding me of the mission of this movement, and ensuring I kept my eyes on the prize. Thank
you for all the long late-night phone calls coaching me through those stressful moments. I am so
grateful that our friendship will extend beyond this experience. I would also like to thank Dr.
Rosamaria Alamo, my faculty advisor, for accepting the challenge to be a part of my committee.
Your passion, kindness, and expertise have been unmatched. Lastly, I would like to extend my
deepest appreciation to Dr. Hinojosa and Dr. Collins for affording me the amazing opportunity to
partner with SISD in implementing the Mindfulness Connection Program. Your dedication to
fostering innovation for your students is commendable. Thank you all for your consistency in
this process. It has made all the difference. Thank you for being remarkable human beings who
have played a pivotal role in my success during this program thus far. Your invaluable support,
guidance, and encouragement have been instrumental throughout this transformative academic
journey.

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Executive Summary
The implementation of the Mindfulness Connection Program, a mindfulness-based stress
reduction (MBSR) program, into an underfunded high school with predominately Black students
will address several specific challenges and connect to a problem of practice in education. Many
students in underfunded schools, particularly those from marginalized communities, deal with
high levels of stress and mental health challenges because they are faced with chronic stressors
due to socioeconomic factors, discrimination, and community challenges. This stress affects their
mental well-being and academic performance. The Mindfulness Connection program will equip
Westfield High School (WHS) students with tangible tools to help manage stress, anxiety, and
negative emotions. It will help promote positive mental health, resilience, and coping strategies
necessary for navigating the adversities they encounter. A successful integration of the
Mindfulness Connection program into a student’s curriculum consistently can provide a tool that
instils a form of emotional regulation, which will foster a calmer and more focused classroom
environment. Students learn to respond thoughtfully rather than react impulsively, reducing
behavioral disruptions. Incorporating MBSR practices and techniques can cultivate an
environment of empathy and understanding that will ultimately improve student–teacher
relationships. Implementing this program will address these specific challenges connected to a
problem of practice in education, which will be the foundation for an inclusive, supportive, and
empowering learning environment that will foster holistic growth and reach beyond academic
achievements.
Research has suggested overall benefits in integrating consistent MBSR programs into
the curriculum and day-to-day activities of high schools. For instance, Wisner et al. (2010) found
that when a student participated in at least 10 minutes of a MBSR practice more than once a

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week, the learning environment was less stressful. Short, regular, formal mindfulness training
exercises, combined with informal mindfulness awareness practices, can strengthen a student’s
capacity of mindfulness where they are responsive rather than reactive (Meiklejohn et al., 2012).
Although literature, research, and studies have been increasing and evolving around the
integration of MBSR programs, little research exists on the connected benefits of MBSR
programs to underfunded predominately all-Black high schools. However, some literature has
demonstrated benefits and connects various independent variables such as age, gender, or mental
health conditions to the dependent variable of improving a student’s mental well-being,
emotional resilience, and even their academic success (Bittmann, 2021).
The Mindfulness Connection program is an adaption of the Stressed Teens (MBSR-T)
program and will be tailored to culturally align with predominately all-Black, underfunded
schools in Texas Spring Independent School District. Research has shown Black students in
urban settings in the United States are more likely to present depressive symptoms than students
of other racial backgrounds (Gollub et al., 2019). However, not enough has been explored on
how using this cost-effective strategy could afford an underfunded school with Black students an
opportunity to implement MBSR programs.
Research has also supported these types of integrations with high-school-aged
adolescents. Biegel et al. (2009), founder of Stressed Teens, conducted a randomized clinical
trial with 102 adolescents in an outpatient psychiatric clinic using an 8-week MBSR for Teens
(MBSR-T) intervention with findings of improved self-esteem, improved sleep quality, and a
reduction in symptoms such as anxiety, depression, and somatic distress (Biegel et al., 2009).
Sibinga et al. (2011) conducted a study of an 8-week MBSR program for 33 urban youth
recruited from the pediatric and adolescent clinics of an academic hospital where program

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completers were all Black. They had a significant reduction in hostility, general discomfort, and
emotional discomfort. Interview data also showed perceived improvements in interpersonal
relationships, school achievement, physical health, and reduced stress.
Link Between Capstone Project and Grand Challenges for Social Work
This initiative is directly connected to the grand challenge of ensuring the healthy
development of youth. This intervention plans to incorporate mindfulness to emphasize the
importance of a culturally sensitive approach by acknowledging the unique experiences of
WHS’s Black students and afford them an opportunity to achieve a space of mindfulness. This
integration of mindfulness will take place in the school’s current intervention class and will
incorporate MBSR techniques into the existing curriculum to help promote a supportive,
inclusive school culture that will help address and ensure the students will have tangible tools to
bolster their journey to developing a healthier and calmer mental state.
Design Thinking Methodology and Employed Tools
The design thinking methodology approach provides critical guidance in implementing
the Mindfulness Connection’s MBSR program into WHS. Design thinking was a phased process
that first required understanding the community who would participate in the program.
Communicating with stakeholders closest to the problem such as students, teachers, staff, the
community allowed them to share their unique needs, challenges, and aspirations via interviews,
surveys, and observations to help gain a clearer understanding and insight into their perspectives
of what the problem is and how they would like to see help administered on their behalf. Based
on those communications, the next phase of framing and defining the problem and identifying
the specific challenges and needs related to stress, mental health, and well-being that this
program could address in this high school.
Having a clear understanding of the problem led to the next phase, brainstorming. This
phase involved meetings and workshops with various internal and external stakeholders, such as
teachers, students, mental health professionals, college professors, and designers who would

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inspire innovative ideas that would help tailor the Mindfulness Connection program effectively
to ensure it was culturally appropriate for the school’s context and resources. The next phase of
developing a program prototype took into consideration the school’s available resources and
constraints of the underfunded school by adapting a structured curriculum, teaching materials,
and strategies for engagement. Next, the project manager will gather feedback by conducting
pre- and post-tests, surveys, and observations of the program once it is piloted from all
stakeholders to evaluate effectiveness, identify areas of improvement, and validate the program’s
viability.
Based on stakeholder feedback, the final phases will be to refine and enhance the
program to better suit needs and circumstances. This process will ensure a better product for the
full-scale rollout. Finally, collecting data and sharing successes and lessons learned from the
implementation with other schools and education communities, especially those facing similar
challenges, will encourage adoption of the program in different contexts. Design thinking helps
ensure the program is effectively tailored to needs and is sustainable, which will help the
program evolve with changing circumstances and continue to meet the school’s needs.
Theory of Change
This Mindfulness Connection program aims to promote a new norm that helps modify the
behavior of Black students, parents, and teachers in underfunded school systems. This new norm
will be guided by the transtheoretical model of behavior change (TTM), which emphasizes the
phases of change, self-efficacy, and decisional balance. TTM is an integrative approach to
individual change (Hunter, 2023). This theory of change will outline the steps needed to
normalize dealing with stress and anxiety in an immediate way by using self-care and
mindfulness practices in underserved communities and schools. The goal is to make this training
mandatory and create a movement that will help normalize self-care and mental well-being as a
way of life. The school system is the perfect place to cultivate a safe and healthy space for youth
to learn how to tap out, unplug, and reset in a positive way.

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Professional Significance
Implementing the Mindfulness Connection program on a consistent basis in an
underfunded high school with predominately Black students will contribute to social change in
several ways. It will begin to address structural inequalities in education by providing
mindfulness practices and tools that can positively impact a student’s mental health, academic
performance, and well-being. These practices can empower and promote equity in education in
this marginalized community regardless of the school’s financial limitations and bring them one
step closer to closing the opportunity gap and addressing social injustices, leveling the playing
field for underprivileged communities. Ultimately, it will create a positive school environment
that will become the catalyst for broader social change. This environment can reduce the
negative behaviors that result in disciplinary actions that feed into the school-to-prison pipeline
by encouraging a more supportive approach to student behavior. This implementation of MBSR
techniques in an underfunded high school with majority Black students can be the fundamental
foundation that will contribute to social change by promoting empowerment, equity, inclusivity,
mental health awareness, and a positive educational environment.
Challenges, Limitations, and/or Obstacles and Alternative Plans
Implementing a comprehensive MBSR program will involve challenges and obstacles,
including revolving training of teachers, adapting curriculum materials, appropriate space for
practice as the program evolves, sustaining the program due to time constraints, or funding for
external training programs. A major obstacle the program might face is keeping students actively
engaged and willing to attend MBSR sessions regularly. Continuously adapting the Mindfulness
Connection program to ensure it is culturally sensitive and relevant to students it serves will be
crucial. A failure to do so may result in disengagement or lack of effectiveness, which might
create a form of skepticism or misunderstanding about the benefits of the Mindfulness
Connection practices, hindering a consistent buy in from students, teachers, and parents.
When planning for possible challenges and/or obstacles, alternative plans should prevent

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the program from being disrupted or removed. If these challenges arise, the program needs a
solid collaboration with students and teachers at WHS who are dedicated to the success of the
program. Teachers could train Mindfulness Connection ambassadors and promote peer-led
sessions to reduce the need for external instructors. The last few years of the COVID-19 global
pandemic have indicated adjusting to a new virtual reality is vital. Preparing the program to
encompass a virtual platform will be an essential component to ensure the sustainability of the
program. Online platforms and educational apps can provide the current evolving program
additional guided MBSR sessions. These platforms and apps will ensure the program is more
accessible, especially if in-person sessions are challenging due to resource constraints.
Integrating mindfulness principles and exercises into existing school curriculum by infusing it in
other classes outside the intervention class will make it more accessible and sustainable.
Educating the parents on the importance of incorporating mindfulness in their students’ day-today lives by conducting ongoing workshops or informational sessions will help secure their
involvement and willingness to participate to help encourage them to support their children’s
participation in the program. Finally, planning for an alternate reality of the program must
include feedback from a regular program assessment that will continuously assess the program’s
effectiveness and gather feedback from students, parents, and teachers.
Summary of Implementation Plan and Future Action Steps
This Mindfulness Connection program initiative requires a concise implementation plan with at
least nine steps of action (see Appendix A). If these action steps are successfully followed, this
innovative intervention of the Mindfulness Connection MBSR program will be effectively
incorporated into the WHS intervention class on a consistent basis and will promote the mental
well-being and overall development of the entire school environment. In summary, the goal of
the program is to provide students in this underfunded high school with the tools and skills they
will need to navigate the inevitable challenges they will face, and foster a sense of well-being,
empowerment, and success in their academic, personal, and professional lives.

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Abstract
Black students, specifically in Texas, attending underfunded schools that lack resources
are exposed to chronic environmental stress, which increases mental health concerns and at-risk
behaviors. The Annie E. Casey Foundation (2020) found that the number of Texas children
diagnosed with anxiety or depression increased by 23 percent between 2016 and 2020, the first
year of the COVID-19 pandemic. In the United States, emergency room visits for suicide
attempts increased by 51% for adolescent girls in early 2021 compared to early 2019, while the
figure rose 4% for boys (The New York Times, 2021). Given these alarming statistics, this
initiative will focus on Black students in underfunded schools who may not have the same access
to coping techniques as more affluent schools with majority White students. Placing this
intervention in these schools will provide techniques for coping with emotional trauma by
building students from inside out using small steps. These students are expected to be resilient in
the face of adversity, but this approach can be harmful when adverse environments remain
unchanged. The initiative introduces methods to assist Black students with immediate relief from
existing stress or create opportunities to address inevitable stressful days in the future (Anderson,
2019). This initiative can help change how Black students in underfunded communities seek
mental calmness and provide them with tools for stress management, such as mindfulness-based
stress reduction and social–emotional training, to improve mental stability. To prevent Black
students from entering the school-to-prison pipeline, they need a culturally appropriate
intervention to understand their lived experiences in contexts where racism sentiment pervades
(Halgunseth et al., 2022).
Positionality Statement
As a 51-year-old Black woman implementing mindfulness-based stress reduction
(MBSR) practices in a low-income Black high school, my positionality has been shaped by my
unique blend of identities and life experiences. My age, ethnicity, and gender brought a unique
perspective that underpinned my approach with cultural sensitivity and a profound commitment

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to positive change. Being a Black woman, I understand the myriad challenges Black youth
experience, especially Black youth from low-income backgrounds. Drawing from my own
resilience in the face of adversity, I am attuned to their needs as they navigate complex societal,
cultural, and systemic barriers, and racial dynamics. Empowering the community becomes
paramount. This experience positions me to offer guidance, mentorship, and empathy, bridging
the gap between their realities and the potential benefits of mindfulness practices while fostering
a sense of understanding and relatability. I recognize the economic hardships these students may
encounter, impacting their access to resources. I also recognize the pressures and stressors they
face academically, socially, and personally. My journey has shown me the transformative power
of mindfulness in navigating life’s challenges and embracing self-care. My commitment is to
ensure mindfulness is accessible, inclusive, and respectful of their unique circumstances.
I am dedicated to creating a safe, supportive, and inclusive space where students can
explore mindfulness practices as tools for self-care, emotional regulation, personal growth
without judgment, and respecting diverse backgrounds. My positionality drives my intention to
empower students, helping them navigate challenges and equipping them with skills that enhance
their well-being. I approached this intervention with empathy, humility, and a genuine desire to
foster their resilience and potential. Combining the stages of change and critical positive youth
development as the foundation for the Mindfulness Connection program in a predominately
Black high school drew from decades of personal growth and resilience. It informed my approach
to change, emphasizing lifelong change and holistic development. Although I, as a Black
woman, faced chronic environmental stressors that increased my risk for mental health concerns
and at-risk behaviors, today’s Black high school youth grapple with unique challenges in
exploring their identities and building coping skills amid the added distraction of social media.
This position makes me an outsider in comparison. Consequently, Black high school youth
prioritize immediate stressors, academic pressures, and identity exploration on their MBSR
journey. My role is that of a mentor, offering guidance, understanding, and the benefits of

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experience as they traverse these stages. Harmonizing my positionality with their unique
challenges, my aim was to foster holistic growth, well-being, and empowerment in the Black
youth community.
Problem of Practice and Solution Landscape
Underfunded schools with majority Black students experience systematic oppression as it
pertains to mental health management due to a lack of resources. Black students in these
underfunded schools find challenges dealing with mental health stability as a top priority if
additional funding resources are required to do so. The school’s inability to provide basic tools in
a space that students are required to attend creates challenges for students that extends beyond
the classroom. The Centers for Disease Control and Prevention (CDC, 2022) reported mental
health was worsening before the COVID-19 global pandemic, and this data highlights a need for
help. The pandemic created traumatic experiences that further harm students’ mental well-being.
Providing proper support can reverse these negative trends and help young people now
and, in the future, (CDC, 2022). Specifically, in Houston, Understanding Houston (n.d.) reported
both young adults and youth aged 12–17 have reported higher levels of serious mental illness
than older adults (SAMHSA, 2019). In 2019 and 2020, 16.4% of kids aged 12–17 reported
having a major depressive episode, which is one of the most common mental illnesses affecting
youth and adults (CDC, 2022). The problem is these Black students, trapped in schools without
proper funding, suffer mental health issues without practical and tangible resources, leading to
unseen and untreated long-term mental health issues in adulthood. A recent national survey by
the Health and Human Services showed alarming increases in the prevalence of anxiety
disorders, major depressive disorder, schizophrenia, bipolar disorder, and eating disorders,
among others (Center for Disease Control and Prevention, 2020). In 2019, one in three high
school students and half of female students reported persistent feelings of sadness or
hopelessness, an overall increase of 40% from 2009 (Office of Minority Health, 2023). Many
young people do not have outlets to decompress and recharge from stress; therefore, systemic

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change is important. Due to the severity of the youth mental crisis, the U.S. Surgeon General’s
advisory included essential recommendations for institutions that shape young people’s day-today lives, such as schools, community organizations, health care systems, technology
companies, media, funders and foundations, employers, and government (Office of Minority
Health, 2023). All individuals at these institutions have an important role in supporting the
children and youth’s mental health (Office of Minority Health, 2023).
Coping mechanisms students may use, if left to their own vices, may lead them toward
self-destructive behavior (Contractor et al., 2020). The school system is a mandatory institution
for all youth to participate in, but it has not given priority to their mental health. Although
schools are responsible for teaching academic skills, they also have a duty to educate the whole
child and promote cognitive and noncognitive skills (Greenberg et al., 2003). Schools are critical
in fostering positive development in children and are one of the primary settings to implement
primary prevention initiatives, particularly those that promote social–emotional learning (SEL;
Durlak et al., 2011; Greenberg et al., 2003; Humphrey, 2013; Kress & Elias, 2006; Lawler,
2016; Masten & Motti-Stefanidi, 2009; National Research Council, 2012; Zins et al., 2004). The
mental health problems youths face may result in long-term mental issues that can affect their
adult life (Harris, 2014).
Youth in these underserved, urban communities are at risk for a range of negative
outcomes related to stress, including social–emotional difficulties, behavior problems, and poor
academic performance. Mindfulness-based approaches may improve adjustment among
chronically stressed and disadvantaged youth by enhancing self-regulatory capacities
(Mendelson et al., 2010). MBSR is an effective approach in reducing symptoms related to
anxiety disorders (e.g., generalized anxiety, social anxiety, panic attacks); more specifically, it
can reduce symptoms related to worrying and future-oriented cognitions (Schanche et al., 2020;
Wharton, 2019; Williams et al., 2022). Yoga, meditation, and other mindfulness practices
cultivate capacities for attention and awareness (Brown & Ryan, 2003) that have beneficial

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effects on the ability to respond to stress without adverse psychological or physical outcomes
(i.e., resilience; Mendelson et al., 2010).
Mendelson et al. (2010) assessed mindfulness-based instruction in Baltimore city
elementary public schools. Students were trained on breathing techniques and yoga poses for 45
minutes, four times a week, for 12 weeks. They surveyed the students on how they reacted to
stress and their mood and emotions, and the analysis suggests that it was effective in reducing
problematic involuntary engagement responses to social stress among intervention youth
(Mendelson et al., 2010). Currently, there is a great deal of literature on MBSR training and its
benefits. However, there is a gap in the literature on the benefits, impacts, and effects of this
training as it pertains to Black students in underfunded high schools with little to no resources.
Most of the literature, research, and studies have only focused on adults and middle school
youths in more financially privileged schools. The research has shown mindfulness techniques
implemented correctly and efficiently can help youth self-regulate (Mendelson et al., 2010:
Schanche et al., 2020; Wharton, 2019; Williams et al., 2022). Allowing a youth to unplug for a
few minutes in the school day can foster a new norm that carries into life outside of the school.
This initiative will not solve the problem, but its goal will be to bring some level of
consistency to how these students identify and deal with stress. It will also determine if providing
these practical tools and techniques to cope with everyday stressors will prove critical in
fostering mentally healthy youth and result in a more calming reaction and assessment to their
current issues. The ultimate goal is to create a form of deterrence from some behavioral issues
that may otherwise lead to the school-to-prison pipeline. Without this deterrence and support,
youth are pushed out of school and into the criminal justice system, a phenomenon known as the
school-to-prison pipeline (Brobbey, 2018; Gonzalez et al., 2020; Mallett, 2016; McNeal, 2016;
Russell et al., 2014). This connection between mental health management and the justice system
is left out of the discussion and can also be considered another gap in the literature.
Proposed Solution

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The proposed solution to ensure healthy development of youth’s mental health is an
adaptive student experience, which incorporates MBSR practices and becomes a mandatory
protocol in the public school system. This program will serve as a preventive measure to protect
the mental health of Black students. Originally, MBSR practices were effective in managing
stress related to physical illnesses such as cancer, diabetes, hypertension, and HIV (Niazi &
Niazi, 2011; Williams et al., 2022), and their effectiveness in treating clinical ailments may be
attributed to neurological changes (Williams et al., 2022). The implementation of this initiative
will be in phases. First, parents, teachers, and counselors will be trained on MBSR practices and
its importance to help manage their own stress levels. Second, students will be introduced to the
training in small doses to help them understand the need for the activities. Third, the project
manager will share research on the impact of the techniques. Fourth, MBSR practices will be
incorporated into the daily curriculum. Fifth, a designated space will be created to allow
students, teachers, and counselors to take additional time to reset when necessary.
The objective of this intervention is to introduce MBSR practices to underprivileged
youth, and their teachers, counselors, and parents, as an intervention to reduce long-term effects
of childhood adversity. By introducing MBSR techniques in a culturally appropriate way, this
initiative may create stress-relieving techniques to promote self-care, mental health awareness,
overall well-being, and a holistic approach to a healthy mental state for Black youth in
underfunded school systems. The objective is to provide coping mechanisms that can help reduce
negative behaviors and decrease the risk of these students being in the school-to-prison pipeline.
The effectiveness of MBSR as an alternative treatment for clinical ailments is supported
by research, which has shown it can lead to improvements in medical and psychological
outcomes, decreased healthcare use, and reduced stress levels (Roth & Robbins, 2004; Sibinga et
al., 2011). Sibinga et al. (2011) observed the positive impact of MBSR practices in HIV-infected
and at-risk urban youth, resulting in reduced hostility, general discomfort, and emotional
discomfort, and perceived improvements in interpersonal relationships, school achievement,

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physical health, and stress levels. Thirty-three youth attended at least one MBSR session, and 26
of them (79%) completed the program by attending the majority of the sessions. Among students
who completed the program, 11 were HIV infected, 77% were female, all were Black, and the
average age was 16.8 years old. Quantitative data showed that following the MBSR program,
participants had a significant reduction in hostility, general discomfort, and emotional
discomfort. Qualitative data showed perceived improvements in interpersonal relationships,
including less conflict, school achievement, physical health, and reduced stress. These findings
suggested providing consistent MBSR training to urban youth can have a positive effect on their
mental health, particularly in areas related to hostility, interpersonal relationships, school
achievement, and physical health (Sibinga et al., 2011).
The Mindfulness Connection program will be an adaption of the Stressed Teens (n.d.)
program and will be tailored to culturally align with predominately all-Black, underfunded
schools in the Texas Spring Independent School District. Bootzin and Stevens (2005) used a
multimodal intervention using MBSR with 55 patients, from 13–19 years of age, participating in
a residential substance abuse program. They had six sessions where MBSR practices were
incorporated, resulting in reduced levels of worry and mental distress. Beauchemin et al. (2008)
conducted a study with 32 students and two teachers attending a private residential school for
students with learning disabilities where they participated in mindfulness practices for 5–
10 minutes at the beginning of each class period, 5 days per week, for 5 consecutive weeks. The
students’ self-reports revealed a decreased state of anxiety and the ratings demonstrated
improvements of the students’ social skills, problem behaviors, and academics. Broderick and
Metz (2009) used a nonrandomized pilot trial with 137 high school girls using a six-session
Learning to BREATHE program with a school-based mindfulness curriculum. Of the 137 girls,

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120 who received the intervention showed increases in emotion regulation, feelings of calmness,
relaxation, and self-acceptance.
Often, underserved youth are exposed to inevitable and unremitting stresses, and without
an opportunity to unplug and escape from the daily stresses they face in school and other spaces
can have negative physical and psychologic effects (Sibinga et al., 2011). Schools are designed
to teach and provide tools for success, introducing MBSR training in school curriculum
consistently will be the foundation to help students understand the importance of mental health
and provide mental self-help techniques to help shape the mindset of youth early in life.
Young people are expected to be resilient and figure things out on their own, but this
mindset can lead to long-term issues such as substance abuse, criminal behaviors, obesity, and
suicide (Rosales et al., 2022). All youth should be afforded consistent mental safety tools
providing small mental breaks allowing a simple healthy way to unplug and re-set from their
daily lives for a few moments as a way to relax. This can promote a healthy and sustainable
school–life balance, fostering mentally healthy and successful adults.
Often, the system designed to support youth is a source of stress, and communities that
lack sufficient resources have limited access to tools that promote mental well-being and creative
thinking. There is a complex relationship between mental health treatment use and povertystricken neighborhoods (Office of Minority Health, 2023). Mindfulness stress reduction, a
practice that supports physical and mental relaxation, is important for both individuals and the
overall health of society. Just as adults need time to relax and escape the demands of work and
home, young people require the same.
Conceptual/Theoretical Framework
The conceptual framework combines critical race theory and the positive youth
development framework to form a new framework called critical positive youth development
(Ortega-Williams & Harden, 2022; Shek et al., 2019). The focus of critical positive youth

19
development is to promote positive outcomes for Black, Indigenous, and people of color youth in
underserved and vulnerable communities acknowledging the systemic inequities they face. These
youth are exposed to chronic environmental stress, which increases their risk for mental health
concerns. The positive youth development framework, introduced by Stanley Hall, identifies
internal and external assets that promote positive outcomes for youth and resilience by using the
six Cs, which are competence, confidence, connection, caring, character, and contribution (Shek
et al., 2019; Dahl & Hariri, 2005). This framework can help reduce the likelihood of extreme
anxiety or depressive symptoms and behaviors. Unfortunately, the system fails to recognize the
unique challenges these youth face and offers them no tools for self-help or mindfulness
practices (Gonzalez et al., 2020). These youth are also exposed to a system that sets them up for
failure with its claims of race neutrality and equal opportunity masked for power and privilege in
the self-interest of the dominant group in society (Novak, 2022). This lack of support often leads
to these youth being pushed out of school and into the criminal justice system, a phenomenon
known as the school-to-prison pipeline (Brobbey, 2018; Gonzalez et al., 2020; Mallett, 2016;
McNeal, 2016; Russell et al., 2014). These youth experience stress from a variety of sources,
including school systems, household circumstances, peer competitions, and peer pressures. Their
struggles should be taken seriously, and they deserve a culturally relevant stress management
program with skills, such as mindfulness training, to help them cope with these inevitable
stressors that will provide daily mental breaks to relax and reset.
According to the CDC (2022), 1 in 5 youth in the United States shows signs of mental
health disorders, including depression, anxiety, and substance abuse. Thus, in a class of 25
students, at least five of them are likely to be struggling. Shockingly, about 80% of these young
people will not receive any help. The COVID-19 global pandemic has only worsened this crisis,
with U.S. Surgeon General Vivek Murthy warning of unprecedented levels of concern for the
emotional well-being of U.S. youth and families (Abukhalaf & Cohen, 2022; Office of Minority
Health, 2023). U.S. Surgeon General Murthy acknowledged the youth mental health crisis is a

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pandemic on its own, with devastating effects on young people due to the challenges they face,
including the COVID-19 global pandemic (Richtel, 2021). This crisis demands urgent attention
and action to address the needs of young people who are suffering.
Implementing MBSR training in schools of vulnerable communities is an important
initiative. It will provide young people with new tools for learning and coping with stress that is
an inevitable part of life. With access to basic coping skills and mechanisms, young people may
be able to prevent future mental and physical health issues. The benefits of this training can last
well into adulthood because it is easier to build strong children than to repair broken adults
(Edelman, 2009). The goal is to create a positive change in how young people deal with stress
throughout their life. This goal will benefit students, parents, school administrators, counselors,
community, and future generations. By normalizing mindfulness practices, a shifted mindset can
be fostered that will transcend generations. Therefore, it is crucial that parents, teachers, and the
community become agents of change in this movement to ensure young people have the tools to
create a safe mental space and cope with the demands of daily life.
Project Description
The Mindfulness Connection Program (see Appendix K) is a culturally appropriate
intervention for Black students attending predominately Black underfunded schools who are at
risk for developing mental health disorders, including depression, anxiety, and substance abuse
due to chronic stress. This innovation will attempt to dismantle the systematic oppression
attached to mental health management due to a lack of resources. The goal will be to place
mental health stability as a top priority in these underfunded schools regardless of their financial
restraints by incorporating simple and practical coping techniques on a consistent basis. Creating
this place of safety and security begins with the family structure and the systems in which youth
are required to participate (Caar, 2019).
Introducing basic MBSR practices as a form of mental health care may provide an
opportunity to unplug and escape from daily stresses these Black students face in their

21
underfunded schools and other systems. It is important to provide them with MBSR training as a
foundation for sustainable mental health practices. By introducing these practices at a young age,
can help prevent a troubled adulthood. Although schools are designed to teach and provide tools
for success, there must be mental self-help techniques incorporated as part of the curriculum for
students to better understand the importance of mental health that promotes a healthy, sustainable
school–life balance. It is important to shape the mindset of young people and encourage them to
practice self-care early on before they are exposed to the pressures of the real world. Instead of
solely focusing on problem solving, there should be tools to deter problems from arising in the
first place. Redesigning the way society perceives the need for immediate self-care for young
people through the establishment of a new norm can be beneficial.
Programs outside of the regular academic school curriculum plays an important role in
youth development (Hughes et al., 2014). Providing short mental breaks can be beneficial and
more effective than power naps. Incorporating mindfulness training into schools can bridge the
gap between youth and the juvenile justice system. This protocol can help manage stress levels
while maintaining the integrity of young people and community expectations. A communitybased program can provide tangible tools and techniques to encourage better decision making
and avoid stigmatizing labels. These tools can redirect energy and attention toward positive
activities and indirectly deter injurious behavior.
This initiative will be piloted, tested, and implemented in an underfunded and
predominately Black high school (i.e., WHS), located in Texas Spring Independent School
District. The program will be tested in the school’s mandatory intervention class, which all
students are required to enroll in each year. The students attend this class twice a week, every
Monday and Friday. The students will participate in the Mindfulness Connection program for a
few minutes during each intervention class period. The ultimate goal in providing these students
with this form of consistency is to improve academic performance, reduce stress and anxiety
levels, decrease disruptive behavior, and provide overall well-being of the student population.

22
Prototype Description
The Mindfulness Connection program is a tailored initiative that will incorporate
mindfulness-based stress reduction practices and techniques into a high school setting. See
Appendix B for the program logic model and Appendix K for Prototype Link. This program will
be piloted at Westfield High School (WHS), a school in the Texas Spring Independent School
District. The project manager is working with Dr. Crystal Collins, the district’s director of
guidance and counseling and mental health school leadership and support services department,
who received approval from the districts’ superintendent, Dr. Lupita Hinojosa, to pilot and
integrate the program into WHS’s intervention classroom with Laura Hunter, WHS’s new
principal. This Mindfulness Connection program aligns with the school’s current SEL initiative.
This program has 48 total lessons, which includes 32 various mindfulness-centered lessons and
16 mindful-movement lessons with SEL considerations incorporated. The 32 mindfulnesscentered SEL lessons include an optional 20-minute video, audio, or hardcopy downloadable
mindfulness practices lessons and 16 mindful movement lessons with mindful movement video
lessons and 16 reflection journals.
The initial lesson plan flow will consist of two lessons per week that will include one
mindfulness-centered SEL and one mindful-movement lesson. The program can be adapted and
tailored to fit various sequencing. The program has two separate manuals, one for the instructors
and one for the students. The instructor’s manual includes PowerPoints for all 32-mindfulness
centered SEL lessons with supplemental materials. The student manuals will include the same 32
mindfulness centered SEL lessons with activities. Each lesson’s activity pages will be numbered
to correspond with the activity the instructor is using for that lesson. The student’s manual will
also include 16 visual mindful movement reflection journal pages and supplemental material.
These lessons bring together mindfulness and SEL and is designed for students but can be used
and accessed by their entire community (see Appendix C).
Implementing a detailed MBSR curriculum in an underfunded predominately Black high

23
school requires careful planning and consideration to effectively test design concepts. The
Mindfulness Connection program’s prototype approach will test design concepts of the project
by conducting an initial needs assessment in the targeted high school to understand the specific
stressors and challenges the students face, and the school’s existing resources and identified
constraints. The Mindfulness Connection MBSR curriculum will be aligned with the unique
needs and cultural context of the high school. The educators, students, and community will be
engaged to incorporate their input and ensure cultural relevance of the program. The program
will be launched in a small-scale pilot program in one or a few selected classrooms or groups of
students. This pilot launch will allow a direct assessment of the curriculum’s effectiveness and
gather feedback before a broader rollout. As part of the pilot program, testing the specific design
concepts in the curriculum, such as the format of the mindfulness connection sessions (e.g.,
duration, frequency, group vs. individual), integration of mindfulness practices into the existing
intervention classroom setting, individual activities to support engagement, training and support
for teachers/facilitators, and strategies for addressing potential barriers to participation is vital.
The project manager will collect data to assess the impact of the Mindfulness Connection
curriculum and tested design concepts. These data will include pre- and post-tests, surveys,
interviews, and academic performance metrics. The feedback and iteration will incorporate the
analysis of data and feedback gathered from students, teachers, and administrators. This analysis
will help identify what is working well and what needs more improvement in the Mindfulness
Connection curriculum and the design concepts being tested. This test will guide the refinement
of curriculum and design concepts based on the feedback and data analysis by making the
necessary adjustments to better meet the needs of the students and the school environment.
The opportunity to scale up with a refined prototype and design concepts demonstrates
promise for the goal of a broader rollout across the entire school or additional schools in the
district once the necessary resources and support are in place. The program will require
consistent monitoring and evaluating of the program’s effectiveness as it scales up, including

24
making ongoing improvements and adaptations as needed to ensure long-term sustainability that
may involve seeking long-term funding, additional trainings for new teachers, and building
community partnerships.
This prototype will also require the documentation of the entire prototype implementation
process, including successes and challenges. This documentation will include sharing the
program’s findings and the adapted curriculum with other schools and educational organizations
facing similar circumstances. This sharing will foster possible advocacy and school policy
influence. This initiative could advocate for the importance of mindfulness and holistic wellbeing in education by sharing the program’s results and experiences with stakeholders and local
policymakers to promote support for such programs in underserved communities. Ensuring a
comprehensive approach can assist with an effective test design concept in the Mindfulness
Connection curriculum and work toward improving the well-being and resilience of students in
underfunded majority Black high schools.
Transtheoretical Model
The transtheoretical model of behavior change (TTM) is one of the leading theories of
behavior change (Prochaska & DiClemente, 1983). According to the TTM, behavior change is
conceptualized as a temporal process that requires an evolution of five stages of change:
precontemplation (i.e., not ready), contemplation (i.e., thinking about getting ready), preparation
(i.e., getting ready), action, and maintenance. An individual ultimately changes behavior by
progressing through these stages, but the progression may not always align with the sequential
pattern. It is possible for individuals to relapse back into earlier stages before reaching true
maintenance of a behavior (Prochaska & DiClemente, 1983; Storyk, 2013).
No literature was located that adapted stages of TTM with MBSR practices. However, a
study by Storyk (2013) on how TTM can be used to examine the long-term maintenance of

25
mindfulness techniques, and how maintenance of mindfulness practice correlates with overall
mental health and well-being of an individual. Adapting TTM with MBSR practices will help
initiate the steps required to mitigate stress in underfunded schools with a majority of Black
students by immediately incorporating mindfulness-based training in school curriculum.
Students, parents, and teachers can also use TTM.
This program aims to promote a new norm that will help modify the behavior of students,
parents, and teachers in underfunded school systems. This new norm will be guided by the TTM,
which outlines five stages for identifying, understanding, and coping with daily life stressors (see
Appendix H). In the precontemplation stage, students, parents, and teachers may perceive their
feelings as normal and may be unaware of their mental health status because these feelings have
become part of their daily routine. Therefore, it would be ideal to educate them on the various
signs of stress, anxiety, and depression. The goal is to help them understand that it is common to
feel overwhelmed or even depressed and that stress can impact mental health. In the
contemplation stage, students may still be very reluctant to accept the idea of managing their
stress, but curious enough to begin reflecting on their experiences and realize they may be
experiencing some form of mental distress. At this stage, students will be introduced to MBSR
practices and be informed about how simple they are to implement. They may find it easy to
relate to and be receptive to simple tasks or techniques.
In the preparation stage, students, parents, and teachers will be ready to engage in selfreflection and address the possibility that they might be experiencing stress, anxiety, or even
depression. The goal will be to focus on heightening the awareness of self-care and mental
maintenance on a personal level for those directly connected to the student. In the action stage,
everyone will accept that feeling stressed, anxious, or depressed is not normal behavior and
should be addressed by using simple MBSR techniques to help focus the mind. In the
maintenance stage, everyone will commit to regularly assessing their mental state and taking
steps to address any issues. At this stage, the level of awareness will help plan routine mental

26
breaks using simple MBSR techniques. If they fall off track, they will know how to restart.
This innovative intervention aims to provide students with long-term maintenance tools and
techniques of MBSR meditation practices, which result in positive mental health and wellbeing.
Project Objectives
The main objective of this project is to reprogram the brains of marginalized young
people to recognize stress and respond to it with self-control through mental relaxation and reset
techniques. This reprogramming will change their perception and understanding of their
emotions and how they affect their daily lives. If youth can appreciate how liberating it is to clear
their minds in a healthy and productive way, they will develop a habit of relaxation, which could
become a norm. They will also create new coping mechanisms they can use outside of school
and share with their families. These mechanisms will introduce the concepts of safe, peaceful,
and healthy mental spaces into their homes, and teach their families how to relax in a healthier
way. This movement has the potential to break the current norm and begin healing future
generations. By incorporating mindfulness practices as a regular part of their routine, these youth
will develop a habit of mental self-care, which will nurture a generation of emotionally aware
individuals. This awareness will help reduce impulsive behavior that often leads to detention and
the school-to-prison pipeline.
Currently, research has shown mindfulness techniques can help youth self-regulate and
incorporating training at a young age will create adults who are better equipped to deal with reallife situations (Mendelson et al., 2010: Schanche et al., 2020; Wharton, 2019; Williams et al.,

27
2022). Most of the literature, research, and studies have focused only on adults and middle
school youths in more financially privileged schools. Often, a young person misbehaving and
acting out stems from their inability to control their emotions when dealing with real-life
situations. Incorporating this mindfulness training at a young age will create an adult who goes
into the world with a good level of mental control. This training will eventually create a new
norm where youth build on their coping mechanism skills to help them and their families for
generations to come. The initiative will be conducted in several phases and will incorporate
various partnerships, the use of technology, and fostering of a new way to create new norms.
By incorporating a system with practical resources, tools, and techniques to address reallife situations, the fragmented pieces can come together to create a formula for a cohesive
program that functions like a well-oiled machine. To establish a new way of thinking, it is
important to disrupt the current approach and connect through a universal system. Through this
movement, youth can play a leading role in creating and fostering a new norm in their family
dynamics. As they learn new coping mechanisms and how to mentally relax and recharge, they
can share these experiences with their parents and siblings. This new approach has the potential
to change the course of future generations. By helping to establish effective stress management
techniques, individuals can experience improved mental and physical health outcomes over time.
In the past, the education system has prioritized the cultivation of academic abilities in
students. However, recent studies have shown that this approach is insufficient, and students
require social, emotional, and cognitive capabilities to fully thrive (The Annie E. Casey
Foundation, 2018). These competencies are essential for managing emotions, establishing
positive relationships, concentrating, and problem solving, all of which affect academic success
(The Annie E. Casey Foundation, 2018; Jones & Kahn, 2017).
Methodology
Designing an MBSR program using a human-centered design approach directly connects
the program to the problem, creating a level of structure that guides the program to ensure the

28
needs, preferences, and challenges are addressed in an adequate manner. See Appendix A for the
Implementation Plan and Appendix F for the Design Criteria. One of the first steps was to
communicate directly with individuals close to the problem such as WHS counselors, current and
past students, teachers and principals, and district mental health administrators to gain a clear
understanding of what they believed were key stressors and experiences as it pertained to
academic pressures, life outside of school, and the emotional well-being of the overall school
environment (i.e., teachers, students, and staff). This conversation also opened a line of
communication that encouraged thinking outside the box beyond conventional approaches and
encouraged creative, engaging, and relatable mindfulness practices. Research and assessing
various program curriculums that can be adapted to various environments provides a blanket
level of understanding for various audiences from every walk of life. The prototype was tailored
to ensure the curriculum, activities, and methodologies are culturally appropriate based on the
previous feedback of the various stakeholders and help create an interactive and youth-friendly
content that ensures the program will be simple enough for anyone to use, but effective enough
that students and teachers are engaged and can retain the information to use the techniques and
practices consistently in real life.
Implementation Plan/Strategy
The exploration, preparation, implementation, sustainment (EPIS) implementation
framework is used to define the phases necessary for implementation (Moullin, 2019). See
Appendix L. By applying the EPIS framework as an implementation tool to integrate the
Mindfulness Connection program into WHS provided a structured approach that created
the foundation for a successful long-term program. The exploration phase guided
stakeholder engagement meetings, interviews, and focus groups that created an open dialog
with people closest to the problem such as teachers, staff, parents, and community members.
These conversations helped gain a real perspective on needs of the student population’s
mental health challenges, stressors, coping mechanisms, and existing mental health support

29
systems in the school that will help tailor the program effectively.
In the preparation phase, an adapted MBSR curriculum was researched to ensure it could
be tailored to align with cultural context and student experiences that could address their unique
stressors and challenges, ensuring cultural relevance. In this phase, training, and capacity
building by collaborating with teachers and staff in the school is required to educate them on the
principles of MBSR to prepare for cultural competence and sensitivity. At the implementation
phase, piloting Mindfulness Connection will start with small, simple, and consistent sessions
during WHS intervention classes to engage students who will help evaluate the initial impact of
the program and determine adjustments needed before fully launching the program. This pilot
process will allow students to feel a sense of ownership to the program.
The final EPIS phase is the sustainment phase that focuses on sustainability planning,
program ambassadors, funding, and partnerships. This focus is accomplished by developing a
strategy that will tailor ongoing training, various forms of evaluation techniques, and continuous
integration. A committee of student and teacher ambassadors will oversee the program by
monitoring the impact and addressing challenges as they arise. Funding opportunities and
partnerships in the community can help secure support for the continuous sustainability of the
program and effectively assist in the integration.
Analysis of Market
A brief analysis of the market of MBSR curriculum showed there is a need and
opportunity to capitalize on it. There has been a societal shift toward a more holistic approach to
everything, especially physical and mental health. Education, SEL, and social well-being is
aligned in this shift. MBSR practices and techniques are directly connected to this new trend as a
component of SEL individually. The government grants and funding initiatives are always
looking to fund initiatives that support mental health programs in schools, especially schools in
underserved areas.
The market for programs like Mindfulness Connection is growing. As with anything, a

30
need is identified and a product is created to meet that need, leading to profits. Several programs
can provide trainings and programs for individuals and schools at a substantial cost (i.e.,
competitors; see Appendix F). For example, in the United Kingdom, Worthen and Luiselli
(2019) compared the effects of various support strategies to promote formal mindfulness
techniques and practices for ninth-grade high school students who participated in a school-based
10-week mindfulness education program where the social validity ratings ranged from vague to
good approval; the students also gave an overall positive rating to a majority of the formal
mindfulness-based practices, which assisted with the creation of Mindfulness in Schools Project
(n.d.).
This capstone is a direct reflection of why this level of innovation is needed. Some
programs exist already, but they are not affordable for schools like WHS and other schools like it
to afford this type of program implementation, because most of their resources are allocated for
basic needs of the students that do not always include mental health. Outside of the
implementation of the Mindfulness Connection, several alternatives exist to integrating simple
mental health techniques, but without a strategic plan of implementation that will come with a
cost these schools cannot afford. Nearby colleges in Houston offer MBSR programs for
individuals, but not for an entire school.
Financial Plans
The Mindfulness Connection program was seen as a program that was not only needed
but could be afforded in underserved and underfunded high schools because of the limited
requirements for outside resources. The program has been tailored to fit these schools in a way
that they are able to reap benefits in mental health wellness with less out of pocket cost, less bells
and whistles and more substance. This program is geared to be a self-taught program that
requires no real professional instruction. The program can be piloted with very little upfront cost.
The goal is to leverage resources that currently exist such as teachers, intervention classrooms,
structed curriculum, free social media platforms, existing spaces (e.g., classrooms, workshops,

31
pep rally, meetings), poster boards, and card stock. Once the program has been piloted and
tailored based on feedback, rolling out to all five high schools in the district will require a
different level of funding that will be modified as needed (see Appendix I). The hopes are to
keep the program as cost efficient as possible to ensure its sustainability long term.
Stakeholder Involvement
To integrate a comprehensive and inclusive Mindfulness Program ensuring active
involvement of relevant stakeholder will be the foundation of a long-term and successful
integration, especially when the school faces a lack of resources that create additional options.
Stakeholders are vital to the success because it will be their contributions and inputs that will
move the needle on the program’s overall longevity. There should also be an established
committee of stakeholders who will have the program’s best interest at heart to help facilitate the
integration. This committee will be a part of regular meetings to ensure everyone receives
continuous buy ins as the program evolves and requires adaption. There will be a need to keep
students actively engaged in the planning and decision making to keep them interested with
established lines of communication channels that allow for direct and discreet feedback to
ensure there is open and honest dialogue about their ideas. This feedback will ensure they are
willing to participate because they feel a sense of ownership to the program.
When involving relevant stakeholders, programs should invite and involve mindfulness
experts to educate all participant and stakeholders on the actual science and impact involved in
using the Mindfulness Connection program. They should allow everyone to provide input and
address the feedback in a timely and transparent way that will help drive any adjustments and
updates to the program as it grows and reaches new heights. Finally, all achieved milestones
should be celebrated, which reinforces a sense of ownership when the program is a success. This
inclusive approach will ensure a sense of community and collaborative effort, maximizing the
potential impact of the program.
Communications Strategy

32
The communication strategy for this initiative will require a strategy that is simple but
effective. The goal is to draw attention to the program and its benefits with a major focus on the
simplicity of the practices and techniques. Programs should provide a clear understanding of how
MBSR practices can be incorporated in everyday actions, like walking, breathing, drinking
water, or just being completely still. The first level of communication will be with teachers and
staff educating them on the benefits of the program and how they can use the techniques, and to
encourage their support to spread the word to their students based on their own experiences. The
second level of communication will be to incorporate mini sessions with various organizations
and teachers via staff meetings to get the buzz out about this program, which will be introduced
to the school in the intervention class. There will be a 4-week social media campaign from the
Mindfulness Connection social media platforms incorporated with the WHS’s platforms, plus
paper campaign with flyers, posters, and brochures to circulate around the school and sent home
to parents. This communication will provide sample sessions, identify what MBSR is and is not,
and link to the curriculum.
The third level will be a press release in the local school district’s newspaper and
newsletter with banners and information on the school’s webpage. By the time the program has
launched, there will be teachers and some students who have tested the program with mini
sessions and will be able to speak to their experience with the mini sessions. Once the program is
scheduled to launch, there will be a kickoff pep rally for the students with music prizes, snacks,
sample techniques, and practices to provide a formal introduction to the program. There will be
opportunities to ask questions, address concerns, and volunteer as an ambassador with the staff
and the school district and high school mental health professionals to ensure there are
professional on site to address any concerns.
The communication and marketing product strategies will need to be tailored and
resonate with WHS’s school culture to bring focus to the potential strengths and impact of
learning these practices and techniques that can be used even once they move on to the next

33
chapter of their lives. They strategies can shed light on the idea that teachers and staff can use
what they have learned and are teaching their students in their day-to-day life.
Assessment and Evaluation
Assessing the impact and social change is crucial to the success of this program. When
dealing with teenagers, the goal in this program is to make the process as inviting as possible.
This initiative will use various ways to evaluate the impact of the Mindfulness Connection
program by using pre- and post-tests such as the Perceived Stress Scale in combination with a
number of games and activities to assess various aspects of students’ well-being and mindfulness
development that can be incorporated into the evaluation process. There are various scavenger
hunts and listening games that will encourage awareness of their surroundings and help bring
focus to the present moment. There are basic focus and attention tasks where students participate
in mindful coloring activities and concentration games that help evaluate their ability to focus on
the task at hand and remain present in the moment. There are also options to self-reflect and
group discussions led by school-assigned and approved facilitators, plus journaling where
students are able to give an account of their experience for themselves.
There is also stress and coping assessments and emotional regulation activities where
students are able to express how they are feeling, helping assess their emotional regulation by
using objects like stress balls while reflecting on coping strategies before and after sessions. The
survey, games, and activities can be a more genuine interaction to help evaluate the effectiveness
of the program in promoting stress reduction, emotional regulation, and overall well-being
among the high school students.
Likelihood of Success
Successfully integrating the Mindfulness Connection program into the Spring
Independent School District’s high schools would manifest in many ways that would be
displayed in positive changes in the overall school environment. These positive changes could
encompass an overall improved mental well-being that would be evident in student and staff

34
members self-reporting a reduction in stress levels and an increased ability to manage stress
using their mindfulness techniques. Success could also show up in the form of improved
academic performances where students exhibit enhanced concentration, reflecting in higher
grades and quality of work. Fewer disruptive behaviors and better communication is also a
form of successful impact from the mindfulness training that will improve teacher and student
relationships. By providing students with tools that will help build their self-confidence, they
are empowered to actively voice their opinions and believe in themselves. Finally, the ultimate
form of success with any program integration is the institutionalization of the program by
becoming a part of the school’s culture and daily routine, including staff who have adopted
the importance of the program to ensure its longevity for all participants outside of their
school environment as a life of well-being and resilience.
Success in the context of an underfunded all-Black high school to have a program that
nurtures an entire school to become focused in a holistic and resilient manner through
mindfulness that fosters an overall positive educational experience is the foundation for a
student’s next chapter.
Challenges, Limitations, and/or Obstacles and Alternative Plans
Effective leadership challenges are vital to navigating the unique challenges that come
with integrating a program into any public school. Those challenges may become harder when
the high school lacks the resources and has a predominately minority population. One of the
most common and effective strategies would be to educate and collaborate with all the
stakeholders (i.e., parents, administrators, and the community) on the benefits these types of
programs could have to their youth long term as well as creating a line of communication both
ways for all parties. Another leadership strategy would be to provide data that demonstrate the
success of the program and programs like it that could encourage funding sponsorship.
Ensuring everyone is involved and believes they are a part of the decision making will also
render a need to see the program succeed. Thus, the program should ensure everyone has

35
access to the program’s curriculum and training to build a level of confidence given this level
of transparency.
Although Mindfulness-Based Stress Reduction (MBSR) can be seen as safe and
beneficial for most individuals, there is a potential for possible risks or challenges that some
students may encounter with an integration of MBSR into their high school environment. Some
of these potential harms may include a heightened emotional intensity if they become more
aware of their emotions, experience personal discomfort when processing their feelings, cultural
sensitivity due to spiritual traditions, competitive mindset, and several perceived stigmas can be
counterproductive. “Prevention of harm is a primary ethical duty in the Hippocratic tradition and
requires knowledge of harms that might occur” (Baer et al., 2021, p.771). To minimize potential
harms in the high schools participating in the Mindfulness Connection integration there will be
alternatives or opt-out options, consistent information provided to parents and students to ensure
they are educated and have clear understanding on what MBSR is and what it is not and provide
all participants a clear step-by-step process that the school and district will follow if any level of
a risk crisis occurs.
Providing a program that will be accepted by students in need of help has to be adapted
and adjusted to not only fit within the means of the school’s resources but also to ensure the
program is culturally sound. This acceptance will require strategic advocacy on the part of all
stakeholders to create a grassroots initiative that will help spread the word about the program and
its benefits to ensure there is resilience and persistence for a successful and sustainable program.
Ethical Considerations
Applying design justice principles to this integration is essential for fairness and equity;
however, ethical concerns and potential negative consequences need careful considerations.
Resource allocations and funding may draw a concern by prioritizing equity could result in
unequal distribution of provided resources due to the lack of resources allocated to the program.
Adapting the Mindfulness Connection program to be culturally appropriate to the students at

36
WHS could inadvertently lead to cultural appropriation that may be seen as offensive and might
potentially dilute the overall mission of the program. Data privacy and confidentiality can also
hinder the program’s ability to gather necessary data to appropriately gauge the program’s
impact to make necessary adjustments. There is a thin line between ensuring equity, diversity,
and integrity when integrating this program, but with intentional conversations and overall
commitment to ethical decision making, the mission can be accomplished effectively.
Conclusions and Implications
Stress is an inevitable part of life, and it is taking a significant toll on youth physically,
emotionally, mentally, and spiritually. Creating new coping mechanisms and norms can be
helpful for everyone, particularly young people who need a more holistic approach. Adolescents
face a range of challenges that may differ from adults, but they are equally important. Promoting
healthy youth development can help them navigate both mundane and extraordinary events in
their lives. Although most school districts have implemented some form of SEL to address
mental awareness, there is a lack of research on how mindfulness-based practices, such as
MBSR, align with SEL (Lawler, 2016).
The ultimate challenge is to identify practical, simple, and accessible tools that can help
Black, Indigenous, and people of color youth in underserved communities and schools find a
reset button by encouraging young people to train their minds to relax, refocus, and reset,
especially during stressful situations that can lead to anxiety or depression. This
encouragement will promote a healthy, maintainable balance between school and home life.
Without providing practical coping tools and techniques, mental health awareness in lowincome communities result in toxic stress that disrupts brain development and increases the
risk of mental health conditions and other health problems such as obesity, heart disease, and
diabetes in current and future generations (Office of Minority Health, 2023).
According to Norton and Griffith (2020), there is a growing interest in delivering
mindfulness-based programs (MBPs) in schools. However, there is limited information available

37
about how people delivering MBPs experience and carry out implementation in schools.
Qualitative studies have been conducted to investigate the experiences of school staff delivering
MBPs to students, including how they found it, how it affected their work life, and the wider
context of implementation. These studies align with previous quantitative studies about the
effects of mindfulness on school staff (Roeser et al., 2013; Taylor et al., 2016), and studies on
implementation issues (Jennings, 2015; Wilde et al., 2019). Overall, participants found
delivering MBPs to be worthwhile and felt it was a solution to the students’ stress (Norton &
Griffith, 2020). The ultimate goal is to establish a new protocol in the school system that
provides students with adaptive experiences, allowing them to learn new techniques to relax
positively and constructively, and creating a safe mental space for them to thrive. Introducing
new techniques and practices to high schools will provide leverage to existing institutions and
position them to serve as the first positive line of contact with youth.

38
References
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Appendix A: Implementation Plan
Action steps Proposed timeline
Assessment and
Preparation
To gain a clear idea of the challenges and needs of the students an
assessment will be required by partnering with the teachers, school
counselors, administrators to plan and guide the implementation. (This will
be accomplished by attending various staff and student organization
meetings and workshops to educate the participants on the program with
mini mindfulness sessions to gain real-time feedback.)
Training and
Resource
Procurement
Providing training for the teachers and staff members that will help facilitate
the mindfulness connection curriculum and secure funding and partnerships
to assist in procuring the resources, materials, and technology needed for this
program.
Cultural
Adaptation and
Sensitization
Ensure the Mindfulness Connection curriculum is aligned with the Westfield
High School Students culturally, by conducting in person workshops that
will help sensitize the teachers and staff about the possible cultural nuances
and sensitivities that may appear during a session.
Curriculum
Integration and
Schedule Design
The Mindfulness Connection program techniques will be integrated into
Westfield High School’s existing intervention class curriculum. The
schedule will be designed with a flexible schedule that include regular
dedicated time for the Mindfulness Connection sessions.
Student
Engagement and
Involvement
There will be several forms marketing and advertising events, workshops,
and meetings to communicate the benefits of the Mindfulness Connection
program to the students that will help encourage their active participation
that will include them in the planning and organizing of the mindfulness
sessions to enhance their engagement.
Parent and
Community
Involvement
There will be information workshops, meetings, events, and sessions for
parents to educate them about the program’s objectives and benefits to
encourage their support and feedback in their children’s participation.
Measurement and
Evaluation
There will be assessment tools built into the program to measure the impact
of the program on student’s well-being, behavior, and academic performance
on a consistent basis an adjustment to the program will be made accordingly
based on feedback and outcomes.
Continuous
Improvement and
Sustainability
There will be a task force created of students, teachers, and administrators
that will oversee the program’s sustainability and improvement and assist
with securing additional funding, grants, and partnerships to ensure the longterm sustainability of the program.
Promoting a
Mindful School
Environment
To infuse mindfulness practices and techniques in a way that will go beyond
this formal Mindfulness Connection program’s sessions that will create an
overall mindful school culture, that will also encourage teachers,
administrators, and staff to model mindfulness in their interactions and daily
routines.

Input
s Funding from,
grants.and
d o na tions
Colla boration
with.school
di.strict.
community
organiations.
and local
businesses
Supportive staff.
and progra m
coordinatorst:o help
in corporate
mindfvlness brain
b r eaks during
intervention
periods.
Communica tion
w it h staff to post on
school calendar.
Access to re levant
mindfulness
__ .. _ ._,_ .. __ ._._ -
Appendix B: Progr am Logic Model
Program logic model
Planned
A ct ivities
Mindfuln e
ss
Connectio
n
Campaign/
challenge (IG,
TikTok. Facebook.
Threads. Twitter,
e tc.),
M onthly Mental
Wellness Week
withgames. food
m indfulness
activities, a nd
in-fonnation.
Accessible
Mindfulness
Connection
We.bpage linked
todistrictt school
web site.
Mindfulness
practicesand
techniques during
O utput
Number students
participating in
--
program.
Frequency a nd
dunition sb.Jdents
p,ac;ticing
mindfulness
t:eehniques during
their intervention
periods on Mon. &
Fri.
Current
Mindfulness
Information on
website a vailable
to students,
te.chers, and
parents.
Consistent M onthly
mindfulness
activitiesfor Mental
wellness-'<.
Amount of
Outcomes
Improved
academic
performance and
school
engagement
•mong
participating
students.
Enhanced soc ia l
and emotional wellbe,ngof swdents.
Increased facets of
mindfulness :
Observing. Acting
With awareness.
non-judgement/
non- reactivity of
inner ex.pencnce.
Development of
important life
skillsand
increased
,...silience
among
Intended
Impact
Long- term
improvement in
thequality of life
for participa.tmg
students
Reduced dropout
rates and
increased postsecondary
education
opport\Jnit1cs
Decreased
perce ivedsitress
and better coping
strategies
Creation of a
culture of
mmdfuln@SS and
cmpowenncnt
w1thinthe school.
Strengt hened
,nten;enerabon
alconnecbons
and mutual
46

Appendix C: Electronic Program Access Instructions
Whole School Program Homepage
The main page for the program:
Once on the homepage select a po1ial to begin. There is a teacher and a student po1ial.
Each po1ial is password protected and is case sensitive.
Teachers Portal Password: -
What is the difference between the teacher and student po1ials?
The robust eacher orta has all the program materials and detailed info1mation
about all materials herein. The teacher po1ial has all the materials that can be found on
the student po1ial.
The tudent Port is more limited. Inside the student po1ial students can access all the
course videos, downloadable audio files, downloadable activities, and reflection journals
that go with the program. They also have access to the following other course
materials- the student manual and student bonus materials manual. The student po1ial
has its own password.
The program's website, passwords, program materials, and related content can be shared
widely within our school community or site-including the teachers, therapists,
paraprofessionals, staff, students and the-parents, caregivers, siblings, and relatives,
within households of students or youth as paii of the school or site paiiicipating in this
program. The Program Professionals will have access to both portals, teachers/staff to
teacher's portal password, and students/their families to student's portal password.
IMPORTANT:
All content is for use digitally and for print. Stressed Teens is providing a nonexclusive license is hereby granted for editorial and educational purposes.
Gina Biegel, MA, LMFT the creator of the evidence-based Mindfulness-Based
Stress Reduction for Teens (MBSR-T) Program has given permission for the
adaptation and use of this program.
47

48
Appendix D: Social Media Campaign
Link to social media campaign (YouTube video): https://youtu.be/1fWLqQSSS_c
TikTok, Thread, and Facebook postings:

49
Appendix E: Infographic

50
Appendix F: Design Concept
Design Criteria
DESIGN
CRITERIA
CATEGORY
DETAILED DESIGN CRITERIA
DESIGN FIT ANALYSIS
How well does the proposed design fit the
criteria?
Equitable and
Affordable
Ensuring that the Mindfulness Connection program is
equitable will mean that all student is afforded fair access and
an opportunity to participate in the program. Identifying any
possible disparities. Adapting the program as needed to
accommodate the culture and diversity within the student
population. There also needs to be a level of transparency and
accountability to all the stakeholders when making decisions
about a program that is to serve them. This will foster a
program that provides equal opportunity to all students.
Making a program affordable means that the program is
tailored to be culturally relevant where the practices and
techniques will resonate with the background and experience
of the students and the staff. Making the program affordable
means choosing materials and curricula that are cost-effective,
accessible, and aligned with the current budget restraints of
the school.
Mindfulness Connection meets these criteria
by providing a cost-effective, practical,
tangible, fair, and inclusive program that will
provide mindfulness practices and techniques
to students in a culturally sound manner
utilizing existing resources in combination
with material that requires little to no real
recurring funding.
Culturally
Appropriate
Ensuring this program is culturally appropriate means the
program has been designed to respect, understand, and align
services to the youth’s cultural values, beliefs, and
worldviews so it’s meaningful and applicable to everyday
life/use.
Mindfulness connection will meet this
criterion by ensuring that the program is
implemented in the space where the students
currently exist to ensure they are comfortable
and familiar with the environment and the
program will be adapted and tailored
regularly to ensure it is culturally solid.
Holistic
Approach
Ensuring that the program incorporates a holistic approach
means the program is focusing on the student as a whole
person and their overall well-being by taking into account
their mental, physical, emotional, and academic make-up to
ensure the program attempts to meet the students where they
are.
This program creates levels of support,
resources, and tools that will assist the
student as a whole from the inside out. Also
allows them to regain some control of their
chaotic lives.
Sustainable Sustainable means utilizing data-driven feedback from
various forms of evaluation to make decisions to alter and
adapt the program as needed to ensure the program evolves
with the students and the school climate. The program also
has the potential to thrive long by providing generations of
students and teachers simple techniques and strategies that
will foster their well-being.
This program meets this criterion by creating
a new norm and a new mindset that will
foster a shift in their ability to effectively deal
with daily stress with improved mental wellbeing that will carry over into the next phase
of life.
Adaptability and
Flexibility
Adaptability and Flexibility mean this program is required to
adjust its curriculum to suit the students and the culture of the
school as well as schedules, availability, and evolving
circumstances (teacher/staff turnovers, testing, etc.) all while
maintaining the integrity of the Program.
This program meets this criterion by ensuring
that the youth are a part of the process,
always considering what’s going on in their
real lives, this will draw them in and keep
them engaged in their personal progress.

51
Project Summary
Element Part 1: Description/Explanation
“Elevator Pitch” “Investing in our students’ well-being means we are focused the whole student and mental wellness is a
key component. The integration of an adapted mindfulness-based stress reduction program called Mindful
Connection into our intervention classrooms, will provide our students the tools to manage stress, improve
focus, and cultivate resilience. The basic techniques and practices nurture their academic growth, as well
as their mental and emotional well-being. Let’s give our students the tools to succeed holistically, ensuring
a brighter, empowered tomorrow.”
Desired impact (big
goal & specifics)
In a perfect world scenario, the overall impact of this program would be to create a new normal, where
youth are able to have access to the most practical, simple, tangible, and accessible tools available such as
stress management skills and coping mechanisms they will help them find that re-set button. To normalize
-having a mental place of refuge, a program designed specifically for them that will help improve stress
levels, academic performances, self-efficacy, and overall mental well-being that will promote a healthy,
sustainable school/life balance that will start in a space they spend most of their time that is preparing
them for their next chapter.
PART 2: STAKEHOLDER BREAKDOWN
Users of the program  Parents
 Caregivers
 Teachers
 School Personnel
 School/District Mental Health Advisors
 Community organizations
 Various School Administrators
Beneficiary(ies) of the
Program
• Student (High school)
• Parents of the Students
• The impacted Community
• Spring ISD’s High Schools (Westfield, Spring, Dekaney, & Wunshche)
Possible Gatekeepers • Community members
• Policymakers
• School Systems
• Law enforcement
• Impacted systems
• Families
• Educators
• Politicians
• Society
• School Administrators
• Local Policymakers/ Legislators
Disrupted
Entities/Actors
If this program is successful and is rolled out to an entire school district some possible disruption entity
could be programs that charge a substantial amount of money to train individually in an 8-10-week course.
This program could limit the disconnect of MBSR and connect it to Social Emotional Learning
requirements and make it part of the actual curriculum.
Competitors
Who else is offering
similar product/services?
Listed are a few popular programs that are very successful.
 Mindfulness in Schools Project based in the U.K. (www.mindfulnessinschools.org)
 Mindful Schools (www.mindfulschools.org) based in Oakland, CA,
 Stressed Teens based in the USA (www.stressedteens.com).
PART 1: PROJECT DESCRIPTION

52
Appendix G: Journey Map (TTM)

53
Appendix H: Interactive Journey Map

54
Appendix I: Line-Item Budget and Narrative

55

56
Appendix J: MBSR Sample Mindfulness Technique Stress Teens (n.d.)

57
Appendix K: Mindfulness Connection Program Prototype Link
https://drive.google.com/drive/folders/1I_NecXmSJCmAeHGIBYdtjomRW32r_aej?usp=sharing
Appendix L: From: Systematic review of the Exploration, Preparation,
Implementation, Sustainment (EPIS) framework (Moullin et al., 2019)

58
Appendix M: Level 3 Communication Strategy -Virtual Platform/Webpage Mockup

59
Appendix N: Pre-Test/Post Test Perceived Stress Scale (PSS)

Abstract (if available)

Abstract Black students, specifically in Texas, attending underfunded schools that lack resources are exposed to chronic environmental stress, which increases mental health concerns and at-risk behaviors. The Annie E. Casey Foundation (2020) found that the number of Texas children diagnosed with anxiety or depression increased by 23 percent between 2016 and 2020, the first year of the COVID-19 pandemic. In the United States, emergency room visits for suicide attempts increased by 51% for adolescent girls in early 2021 compared to early 2019, while the figure rose 4% for boys (The New York Times, 2021). Given these alarming statistics, this initiative will focus on Black students in underfunded schools who may not have the same access to coping techniques as more affluent schools with majority White students. Placing this intervention in these schools will provide techniques for coping with emotional trauma by building students from inside out using small steps. These students are expected to be resilient in the face of adversity, but this approach can be harmful when adverse environments remain unchanged. The initiative introduces methods to assist Black students with immediate relief from existing stress or create opportunities to address inevitable stressful days in the future (Anderson, 2019). This initiative can help change how Black students in underfunded communities seek mental calmness and provide them with tools for stress management, such as mindfulness-based stress reduction and social–emotional training, to improve mental stability. To prevent Black students from entering the school-to-prison pipeline, they need a culturally appropriate intervention to understand their lived experiences in contexts where racism sentiment pervades (Halgunseth et al., 2022).

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Asset Metadata

Creator Tatum, Cheryl Bergeron (author)

Core Title Mindfulness connection (MBSR) program integration into high school curriculum

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2023-12

Publication Date 11/27/2023

Defense Date 11/13/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag adaptive experience,adaptive whole school experience,coping mechanisms,high school youth mental health: youth chronic stressors,holistic mental health,MBSR: Mindfulness Based Stress Reduction,mental relaxation,OAI-PMH Harvest,social emotional learning,stress management,stress reduction,whole school mindfulness,youth mental health,youth mental health crisis

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hunter, Harry (committee chair), Alamo, Rosemary (committee member), Jones-Ueding, Elizabeth A. (committee member)

Creator Email cherylbtatum@icloud.com,cherylt@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113778137

Unique identifier UC113778137

Identifier etd-TatumChery-12495.pdf (filename)

Legacy Identifier etd-TatumChery-12495

Document Type Capstone project

Format theses (aat)

Rights Tatum, Cheryl Bergeron

Internet Media Type application/pdf

Type texts

Source 20231129-usctheses-batch-1109 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu