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Mindfulness-based learning as a peace discipline classroom strategy to reduce disruptive behaviour
Thesis (MEdPsych)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2024
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| _version_ | 1867613918917033984 |
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| access_status_str | Open Access |
| author | Wepener, Ida |
| author2 | Moen, Melanie |
| author_browse | Moen, Melanie Wepener, Ida |
| author_facet | Moen, Melanie Wepener, Ida |
| author_sort | Wepener, Ida |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/130169 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:43:47.401Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/130169 Mindfulness-based learning as a peace discipline classroom strategy to reduce disruptive behaviour Wepener, Ida Moen, Melanie Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Mindfulness (Psychology) Affective education Nonviolence World citizenship -- Education Behavior disorders in children Teachers -- South Africa UCTD Thesis (MEdPsych)--Stellenbosch University, 2024. ENGLISH ABSTRACT: This research study explored educators’ experiences navigating the challenges of classroom disruptions and violence by focusing on the promising potential of mindfulness-based social-emotional learning as a practical strategy for fostering discipline and peace in classrooms. This study used a phenomenological approach. Focus group discussions and interviews were conducted with six foundation phase teachers who implemented mindfulness-based social-emotional learning. The findings illuminated pervasive challenges of ill-discipline in South African schools, emphasising the need for evidence-based strategies. Disruptive behaviours that impact learning were categorised into social, academic engagement, emotional regulation, and authority testing aspects. Overcrowded classrooms exacerbate these issues and affect both teachers and learners. The study integrated mindfulness-based interventions within the social-emotional learning framework and acknowledges its potential but cautions against viewing mindfulness-based interventions as universal remedies. Teachers initially grasped mindfulness as coping mechanisms and emphasised tangible practices. The study explored the feasibility of mindfulness-based social-emotional learning in South African classrooms, and revealed positive outcomes in stress reduction, improved self-awareness, and transformed classroom management for teachers. Despite challenges, the teachers recommended wider implementation, and suggested mindfulness integration into the national curriculum. Positive changes in learner behaviour, particularly in academic engagement, self-management, and social awareness, were observed. The study concludes that mindfulness-based social-emotional learning, while not a panacea, holds transformative potential in education. The theory of change underlines the significance of consistent implementation and learner-centred approaches, and the symbiotic relationship between teacher self-care and positive learner development. The research contributes valuable insights into the complex landscape of disruptive behaviour in classrooms and offers a foundation for further exploration of mindfulness-based approaches in South African education. AFRIKAANSE OPSOMMING: Hierdie navorsing het ondersoek ingestel na opvoeders se ervarings terwyl hulle die uitdagings van klaskamer-onderbrekings en geweld hanteer deur te fokus op die belowende potensiaal van mindfulness-gebaseerde sosiaal-emosionele onderrig as 'n praktiese strategie vir die bevordering van dissipline en vrede in klaskamers. Hierdie studie het 'n fenomenologiese benadering gebruik. Fokusgroepbesprekings en onderhoude is gevoer met ses onderwysers in die grondslagfase wat ‘mindfulness’-gebaseerde (‘aandagtigheid’ of ‘bewustheid’) sosiaal-emosionele onderrig implementeer. Die bevindings het die deurlopende uitdagings van wangedrag in Suid-Afrikaanse skole belig, met klem op die behoefte aan bewysgebaseerde strategieë. Ontwrigtende gedrag wat leer beïnvloed, is gekategoriseer in sosiale, akademiese betrokkenheid, emosionele regulering, en gesagstoetsaspekte. Oorvol klaskamers vererger hierdie kwessies en beïnvloed beide onderwysers en leerders. Die studie het mindfulness-gebaseerde intervensies binne die raamwerk van sosiaal-emosionele onderrig geïntegreer en erken die potensiaal daarvan, maar waarsku teen die beskouing van mindfulness-gebaseerde intervensies as 'n universele genesing. Onderwysers het aanvanklik mindfulness as hanteringsmeganismes verstaan en beklemtoon tasbare praktyke. Die studie het die lewensvatbaarheid van mindfulness-gebaseerde sosiaal-emosionele onderrig in Suid-Afrikaanse klaskamers verken en positiewe uitkomste in stresvermindering, verbeterde selfbewustheid, en getransformeerde klaskamerbestuur vir onderwysers onthul. Ten spyte van uitdagings het die onderwysers wyer implementering aanbeveel en voorgestel dat mindfulness in die nasionale kurrikulum geïntegreer moet word. Positiewe veranderinge in leerdergedrag, veral in akademiese betrokkenheid, selfbestuur, en sosiale bewustheid, is waargeneem. Die studie bereik die slotsom dat, alhoewel mindfulness-gebaseerde sosiaal-emosionele onderrig nie 'n allesomvattende geneesmiddel is nie, dit wel 'n transformerende potensiaal in opvoeding inhou. Die teorie van verandering beklemtoon die belangrikheid van konsekwente implementering en leerdergesentreerde benaderings, asook die simbiotiese verhouding tussen onderwyser-selfsorg en positiewe leerderontwikkeling. Die navorsing dra waardevolle insigte by tot die komplekse aard van ontwrigtende gedrag in klaskamers en bied 'n grondslag vir verdere verkenning van mindfulness-gebaseerde benaderings in die Suid-Afrikaanse opvoeding. Masters 2024-02-23T06:03:31Z 2024-04-26T07:49:19Z 2024-02-23T06:03:31Z 2024-04-26T07:49:19Z 2024-03 Thesis https://scholar.sun.ac.za/handle/10019.1/130169 en Stellenbosch University xii, 167 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Mindfulness (Psychology) Affective education Nonviolence World citizenship -- Education Behavior disorders in children Teachers -- South Africa UCTD Wepener, Ida Mindfulness-based learning as a peace discipline classroom strategy to reduce disruptive behaviour |
| title | Mindfulness-based learning as a peace discipline classroom strategy to reduce disruptive behaviour |
| title_full | Mindfulness-based learning as a peace discipline classroom strategy to reduce disruptive behaviour |
| title_fullStr | Mindfulness-based learning as a peace discipline classroom strategy to reduce disruptive behaviour |
| title_full_unstemmed | Mindfulness-based learning as a peace discipline classroom strategy to reduce disruptive behaviour |
| title_short | Mindfulness-based learning as a peace discipline classroom strategy to reduce disruptive behaviour |
| title_sort | mindfulness based learning as a peace discipline classroom strategy to reduce disruptive behaviour |
| topic | Mindfulness (Psychology) Affective education Nonviolence World citizenship -- Education Behavior disorders in children Teachers -- South Africa UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/130169 |
| work_keys_str_mv | AT wepenerida mindfulnessbasedlearningasapeacedisciplineclassroomstrategytoreducedisruptivebehaviour |