Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
This action research investigates the impact of arts-integrated mindfulness practices on elementary students’ ability to self-regulate. In response to a significant rise in emotional dysregulation and mental health concerns among young learners - exacerbated by the COVID-19 pandemic - this study explores how combining mindfulness techniques with artistic expression can enhance emotional awareness, focus, and resilience. Through classroom activities such as breathing exercises, movement, music, and visual arts, students were guided to engage in self-reflection and emotion regulation in creative, accessible ways. Data collected through student surveys and observational records indicated that most participants experienced improved calmness, engagement, and readiness to learn. The research highlights the value of embedding brief, arts-based mindfulness practices into daily classroom routines to support a positive emotional climate and promote long-term well-being. Findings suggest that such integrative approaches are not only effective but also adaptable for diverse learners, offering educators a sustainable method for nurturing emotional growth and academic readiness.
Year of Submission
2025
Degree Name
Master of Arts
Department
Department of Curriculum and Instruction
First Advisor
Carolyn Weber
Date Original
2025
Object Description
1 PDF file (44 pages)
Copyright
©2025 Ashley J. M. Canny, Katherine A. Taylor Clausen, Amanda K. Cox, and Bryce D Cox
Language
en
File Format
application/pdf
Recommended Citation
Canny, Ashley J. M.; Clausen, Katherine A. Taylor; Cox, Amanda K.; and Cox, Bryce D., "Arts-Integrated Mindfulness: Social-Emotional Learning for Elementary Education" (2025). Graduate Research Papers. 4641.
https://scholarworks.uni.edu/grp/4641
