Children living in disadvantaged communities experience higher rates of adverse childhood experiences (ACEs) which can lead to poor health outcomes. Mindfulness has been shown to help individuals who are exposed to cumulative stress build resilience and psychological well-being. This pilot study aimed to determine teachers' perceptions of a 6-week school-based, teacher-led mindfulness program in a Gainesville, Florida pre- and early elementary low-income school. The program was conducted as part of a trauma-responsive, resilient community initiative. Teachers were trained on a set of mindfulness skills and were asked to lead practices for 10–15 min per day, 3 or more times per week for 6 weeks. Teachers completed qualitative interviews to determine their perceptions of the program. A total of eight teachers participated, with 124 students receiving the program. Teachers reported high impressions of the program and that students were calmer and more relaxed as a result of the program. Training teachers to deliver mindfulness practices as part of their normal classroom activities is realistic, easily adaptable, and can lead to adoption of a community-wide mindfulness framework. Diffusing mindfulness programs more broadly as part of a preventive, trauma-responsive community has the potential to lessen the effects of ACEs.

中文翻译：

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在一所低收入的学前和早期小学实施教师主导的正念计划，作为创伤反应、复原力建设社区计划的一部分

生活在弱势社区的儿童经历的不良童年经历 (ACE) 发生率更高，这可能导致健康状况不佳。正念已被证明可以帮助承受累积压力的人建立弹性和心理健康。这项试点研究旨在确定教师对佛罗里达州盖恩斯维尔一所低收入小学和早期小学中为期 6 周、以教师为主导的正念计划的看法。该计划是作为应对创伤的、有弹性的社区计划的一部分进行的。教师接受了一套正念技能的培训，并被要求每天引导练习 10-15 分钟，每周 3 次或更多次，持续 6 周。教师完成了定性访谈，以确定他们对该计划的看法。共有八位老师参与，有 124 名学生接受该计划。老师们报告说对该计划印象深刻，并且由于该计划，学生变得更加平静和放松。培训教师将正念练习作为他们正常课堂活动的一部分是现实的、容易适应的，并且可以导致采用全社区的正念框架。作为预防性、创伤反应型社区的一部分，更广泛地传播正念计划有可能减轻 ACE 的影响。