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

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Apr 22nd, 3:00 PM Apr 22nd, 4:00 PM

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.