Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom

Authors

  • Madison MacQuarrie Dalhousie University
  • Nicole Blinn Dalhousie University
  • Samantha MacLellan Dalhousie University
  • Megan Flynn Dalhousie University
  • Jessie Meisner Dalhousie University
  • Phoebe Owen Dalhousie University
  • Becky Spencer Dalhousie University

DOI:

https://doi.org/10.53967/cje-rce.v44i1.4303

Abstract

The purpose of this research was to explore student perceptions of mindfulness meditation (MM) in an introductory health promotion course, and how the use of MM during class might relate to the transitions experienced by students. Qualitative data collection took place through an online survey and in-person interviews. Data were analyzed using thematic analysis. Four key themes were identified from this research. First, that MM facilitates a sense of peace and calm; second, that MM encourages students to focus; third, MM helps promote student mental health; and finally, MM positively changes the classroom environment. Challenges and recommendations were also described.


Keywords: mindfulness, meditation, university, transitions

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Published

2021-03-31

How to Cite

MacQuarrie, M., Blinn, N., MacLellan, S., Flynn, M., Meisner, J., Owen, P., & Spencer, B. (2021). Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom. Canadian Journal of Education/Revue Canadienne De l’éducation, 44(1), 256–276. https://doi.org/10.53967/cje-rce.v44i1.4303