Wellness: A Conceptual Framework for School-based Mindfulness Programs

By Nicole Albrecht.

Published by The International Journal of Health, Wellness and Society

Format Price
Article: Print $US10.00
Published online: April 11, 2014 $US5.00

The last decade has witnessed an exponential increase in the establishment of school-based mindfulness programs around the world. A wide range of organizations, from universities to private businesses, have designed mindfulness programs specifically to suit the school system. A theoretical framework built for educational settings is required in order to make sense of literature from a wide range of disciplines and methodological perspectives. In the current article, the author proposes using wellness as a conceptual framework to guide and enhance our appreciation of mindfulness practice and research. Wellness philosophy, principles, and characteristics are introduced and the framework is then used to understand the motivation behind cultivating mindfulness in the classroom. It was discovered that programs are perceived to target a wide range of wellness outcomes, with less emphasis currently placed on the connection between mindfulness and the environment. Future research and discussion is required to determine whether wellness can act as a suitable platform to improve and integrate mindfulness practice and research.

Keywords: Mindfulness, Meditation, Wellness, School-based Mindfulness Programs, Mindfulness Education

The International Journal of Health, Wellness and Society, Volume 4, Issue 1, May 2014, pp.21-36. Article: Print (Spiral Bound). Published online: April 11, 2014 (Article: Electronic (PDF File; 638.442KB)).

Nicole Albrecht

Course Coordinator, Health Sciences, RMIT University and Flinders University, Adelaide, South Australia, Australia

Nicole is the Course Coordinator of the undergraduate and graduate MindBody Wellness topics at RMIT University, Melbourne, Australia and is undertaking a PhD at Flinders University, Adelaide, South Australia. Nicole’s current research focuses on understanding and interpreting teachers’ experiences of teaching mindfulness with children.