Presentation Type
Poster
Faculty Mentor’s Full Name
Anisa Goforth
Faculty Mentor’s Department
Psychology
Abstract / Artist's Statement
The Effectiveness of Spiritual Wellness in the Classroom to Promote Resilience
*Tori Horton, Emma Normand, Ben Smoot
University of Montana, Missoula
Abstract
Spirituality is a crucial aspect of a child's development but is often overlooked and misinterpreted in school settings. The purpose of this research study is to examine teachers’ approaches and activities in the classroom to foster students’ spiritual wellness and mental health. The current study is part of a larger project examining educators’ perspectives of social-emotional learning (SEL) and spirituality in the public-school setting. SEL has been suggested to cultivate spirituality in children leading to overall wellness. Public school teachers (N =12) were recruited using snowball sampling and interviewed using Zoom. Using qualitative methodology, we analyzed public school teachers' perspectives on spirituality and approaches they used to support spiritual development in the classroom to promote resilience. Results revealed common themes related to yoga, nature, mindfulness, breathing exercises, and quiet time. Further, a recurring theme showed that participants expressed hesitancy and concern regarding potential pushback within the community related to teaching topics on spirituality. Several participants were able to link and identify similarities between both SEL and spirituality. Collaboration between teachers, administrators, and community members will help improve the integration of spirituality and support in the classroom for children.
Category
Social Sciences
The Effectiveness of Spiritual Wellness in the Classroom to Promote Resilience
UC South Ballroom
The Effectiveness of Spiritual Wellness in the Classroom to Promote Resilience
*Tori Horton, Emma Normand, Ben Smoot
University of Montana, Missoula
Abstract
Spirituality is a crucial aspect of a child's development but is often overlooked and misinterpreted in school settings. The purpose of this research study is to examine teachers’ approaches and activities in the classroom to foster students’ spiritual wellness and mental health. The current study is part of a larger project examining educators’ perspectives of social-emotional learning (SEL) and spirituality in the public-school setting. SEL has been suggested to cultivate spirituality in children leading to overall wellness. Public school teachers (N =12) were recruited using snowball sampling and interviewed using Zoom. Using qualitative methodology, we analyzed public school teachers' perspectives on spirituality and approaches they used to support spiritual development in the classroom to promote resilience. Results revealed common themes related to yoga, nature, mindfulness, breathing exercises, and quiet time. Further, a recurring theme showed that participants expressed hesitancy and concern regarding potential pushback within the community related to teaching topics on spirituality. Several participants were able to link and identify similarities between both SEL and spirituality. Collaboration between teachers, administrators, and community members will help improve the integration of spirituality and support in the classroom for children.