Journal of Educational and Developmental Psychology, Issue: Vol.16, No.1

Effectiveness of Mindfulness-Based Training on Teachers' Mindfulness and Well-Being: Disentangling Training Effects

regula.neuenschwander@unibe.ch (Regula Neuenschwander) — Fri, 06 Feb 2026 02:52:13 +0000

Current research on the effectiveness of mindfulness-based interventions in schools generally shows positive effects on various teacher outcomes. However, previous research has not examined the effects of teacher training independently from those of classroom training. Our study evaluated the impact of the MoMento teacher and classroom training (cf. combined mindfulness-based training) on mindfulness skills and well-being of primary school teachers (N=27) using a block-randomized waitlist control group design across three measurement points. Self-report questionnaires assessing mindfulness skills (intra- and interpersonal mindfulness, self-compassion, and self-criticism) as well as well-being (emotional exhaustion, job satisfaction, life satisfaction, psychological well-being, positive and negative affect) were completed before and after the 8-week teacher training, as well as after the subsequent implementation of the 10-week classroom training. Significant improvements were found in mindfulness skills (intrapersonal mindfulness, self-criticism), but no improvements were observed in well-being. The improvements in mindfulness skills mostly occurred during the teacher training and were maintained through the subsequent implementation of the classroom training. Our study provides a foundation for a detailed examination of the effects of combined mindfulness-based programs. In the context of teacher professional development, disentangling training effects may provide valuable insights for the design of future interventions.

Creative And Expressive Writing in Supporting Children’s Emotional Regulation: An Exploratory Pilot Study

Tue, 14 Apr 2026 14:02:19 +0000

Background: Creative and expressive writing has been increasingly used as a supportive approach for children’s emotional development, yet empirical research on its effects in non-clinical child populations remains limited, particularly in Eastern European contexts. Expressive writing is assumed to support emotional regulation through narrative integration and emotional clarification.

Method: This exploratory pilot study examined pre–post changes associated with a ten-session online creative and expressive writing program. Participants were 27 typically developing children aged 9–12 years (M = 10.7), with a final analytical sample of 26 children. Parents completed the ASEBA–Child Behaviour Checklist (CBCL 6–18) before and after the intervention. Outcomes included Anxiety/Depression, Withdrawal/Depression, and Aggressive Behaviour. Analyses focused on descriptive pre–post change patterns.

Results: Downward trends were observed across all assessed indicators. Decreases were most consistent for Anxiety/Depression (88.5% of participants) and Aggressive Behaviour (53.8%), while changes in Withdrawal/Depression were less pronounced (34.6%). A notable cross-sectional finding was a reduction in the CBCL item reflecting maladaptive perfectionism (“I must be perfect”).

Conclusions: The findings suggest that creative and expressive writing may support emotional regulation in school-age children, particularly by reducing internalized distress and externalized behavioural tension. Effects related to social withdrawal appeared more limited, highlighting the relational complexity of this dimension. These preliminary results support further controlled and longitudinal research on expressive writing as a developmentally appropriate emotional regulation strategy.

Digital Self-Efficacy and Stage of Change as Predictors of Engagement with Online Health Information Among African American Women

drntettey@gmail.com (Naa-Solo Tettey) — Tue, 14 Apr 2026 14:15:34 +0000

Digital technologies are central sources of health information, yet meaningful engagement with online resources varies widely, even among individuals with regular Internet access. This study examined whether digital self-efficacy and stage of change for using the Internet to obtain health information predicted evaluation of a culturally tailored online health portal. A cross-sectional survey was completed by 206 adult African American women following structured exposure to a nutrition and physical activity website designed using both surface- and deep-structure cultural tailoring strategies. Measures assessed digital self-efficacy, stage of change for Internet-based health information use, attitudes toward website features, and overall portal evaluation. Bivariate analyses indicated that higher digital self-efficacy and more advanced stage of change were associated with more favorable portal evaluation. In multivariable regression models, stage of change and endorsement of valued website features emerged as significant independent predictors, whereas structural access indicators did not. Digital self-efficacy was associated with evaluation but did not retain independent significance after accounting for readiness. Regression diagnostics supported the stability of model estimates. Qualitative findings reinforced these results, with participants emphasizing clarity, usability, and culturally relevant representation as central to engagement. Integration of qualitative and quantitative findings demonstrated methodological triangulation, supporting the interpretation that engagement reflects both cognitive appraisal of design features and developmental readiness. These findings suggest that digital health engagement is a staged, psychologically mediated process rather than a direct consequence of access. Interventions that align with motivational readiness and incorporate culturally responsive design may enhance sustained engagement and advance digital health equity.

The Impact of Smartphone Use on Course Comprehension and Psychological Well-Being in the Middle School Classroom

Fri, 01 May 2026 00:47:02 +0000

The present study explores the impact of smartphone use on course comprehension and psychological well-being in middle school students. Students in 6^th, 7^th, and 8^th grade (N = 25) participated in a repeated measure design with two conditions – (1) no access to smartphones; (2) access to smartphones during the school day. Students filled out a survey about their course comprehension and psychological state (operationally defined as anxiety and mindfulness) twice during each condition. In addition, teachers were briefly interviewed on the experience students had with access to their smartphone. Results indicated significantly lower levels of mindfulness when students had access to their smartphones than without access. In addition, teachers revealed that students were detached, aloof, and exhibited bullying behaviors when they were able to use their smartphones in the class. These findings can aide educators and policymakers in making informed decisions about the highly controversial government bans on cell phone use in class.

A Window to Understand ELLs with Special Needs: ELL Educators’ View

Sat, 25 Jul 2026 02:13:16 +0000

With an increased number of English language learners (ELL) enrolled in PK-12 classrooms, increased attention is placed on this group of students. M Multiple factors could impact their learning such as the language barrier, learning difficulties, behavioral, developmental, or other delays. The current research conducted an interview study of experienced K-12 teachers who have taught ELL with special needs. Research findings include multiple challenges these students experienced in their everyday learning and social interaction, as well as suggested effective strategies from the field. The participating teachers also provided recommendations for pre-service teacher training programs to prepare future teachers who can work with ELL students with special needs. Although the participating teachers’ experiences and suggestions may not be able to generalize in different settings, it provides a window to understand ways to help these children navigate through the journey and conquer difficulties to reach their potential.