Aarons, G. A., Sawitzky, A. C. (2006). Organizational culture and climate and mental health provider attitudes toward evidence-based practice. Psychological Services, 3(1), 61–72. https://doi.org/10.1037/1541-1559.3.1.61.
Google Scholar | Crossref | Medline Allison, M. A., Attisha, E., & Council on School Health (2019). The link between school attendance and good health. Pediatrics, 143(2), e20183648. https://doi.org/10.1542/peds.2018-3648.
Google Scholar | Crossref | Medline Ballard, K. L., Sander, M. A., Klimes-Dougan, B. (2013). School-related and social–emotional outcomes of providing mental health services in schools. Community Mental Health Journal, 50(2), 145–149. https://doi.org/10.1007/s10597-013-9670-y
Google Scholar | Crossref | Medline Bazzano, A. N., Anderson, C. E., Hylton, C., Gustat, J. (2018). Effect of mindfulness and yoga on quality of life for elementary school students and teachers: Results of a randomized controlled school-based study. Psychology Research and Behavior Management, 11, 81. https://doi.org/10.2147/PRBM.S157503
Google Scholar | Crossref | Medline Bergen-Cico, D., Razza, R., Timmins, A. (2015). Fostering self-regulation through curriculum infusion of mindful yoga: A pilot study of efficacy and feasibility. Journal of Child and Family Studies, 24(11), 3448–3461. doi 10.1007/s10826-015-0146-2
Google Scholar | Crossref Bethell, C., Gombojav, N., Solloway, M., Wissow, L. (2016). Adverse childhood experiences, resilience, and mindfulness-based approaches: Common denominator issues for children with emotional, mental, or behavioral problems. Child and Adolescent Psychiatric Clinics of North America, 25(2), 139–156. https://doi.org/10.1016/j.chc.2015.12.001
Google Scholar | Crossref | Medline Black, D., Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246. https://doi.org/10.1007/s10826-013-9784-4
Google Scholar | Crossref | Medline Bohnenkamp, J. H., Stephan, S. H., Bobo, N. (2015). Supporting student mental health: The role of the school nurse in coordinated school mental health care. Psychology in the Schools, 52(7), 714–727. https://doi.org/10.1002/pits.21851.
Google Scholar | Crossref Bridgeland, J., Bruce, M., Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Collaborative for Academic, Social, and Emotional Learning. Chicago: Civic Enterprises.
Google Scholar Britton, W., Lepp, N., Niles, H., Rocha, T., Fisher, N., Gold, J. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52(3), 263–278. https://doi.org/10.1016/j.jsp.2014.03.002
Google Scholar | Crossref | Medline Burstein, B., Agostino, H., Greenfield, B. (2019). Suicidal attempts and ideation among children and adolescents in US emergency departments, 2007-2015. JAMA Pediatrics, 173(6), 598–600. https://doi.org/10.1001/jamapediatrics.2019.0464
Google Scholar | Crossref | Medline Butzer, B., LoRusso, A. M., Windsor, R., Riley, F., Frame, K., Khalsa, S. B. S., Conboy, L. (2017). A qualitative examination of yoga for middle school adolescents. Advances in School Mental Health Promotion, 10(3), 195–219. https://doi.org/10.1080/1754730X.2017.1325328
Google Scholar | Crossref | Medline California State University . (n.d.a). Reports & analytics: California State University teaching credential program enrollment 2018. https://www.calstate.edu/data-center/institutional-research-analyses/Pages/reports-and-analytics.aspx
Google Scholar California State University. (n.d.b). Institutional research & analysis enrollment dashboards: State-supported enrollment 2018. https://www.calstate.edu/data-center/institutional-research-analyses
Google Scholar Coles, M., Ravid, A., Gibb, B., George-Denn, D., Bronstein, L., McLeod, S. (2016). Adolescent mental health literacy: Young people's Knowledge of depression and social anxiety disorder. Journal of Adolescent Health, 58(1), 57–62. https://doi.org/10.1016/j.jadohealth.2015.09.017
Google Scholar | Crossref | Medline Cook, C., Miller, F., Fiat, A., Renshaw, T., Frye, M., Joseph, G., Decano, P. (2017). Promoting secondary teachers’ well-being and intentions to implement evidence-based practices: Randomized evaluation of the achiever resilience curriculum. Psychology in the Schools, 54(1), 13–28. https://doi.org/10.1002/pits.21980
Google Scholar | Crossref Dariotis, J. K., Cluxton-Keller, F., Mirabal-Beltran, R., Gould, L. F., Greenberg, M. T., Mendelson, T. (2016). The program affects me ‘cause it gives away stress": Urban students’ qualitative perspectives on stress and a school-based mindful yoga intervention. Explore: The Journal of Science and Healing, 12(6), 443–450. https://doi.org/10.1016/j.explore.2016.08.002
Google Scholar Emerson, L., Leyland, A., Hudson, K., Rowse, G., Hanley, P., Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136–1149. https://doi.org/10.1007/s12671-017-0691-4
Google Scholar | Crossref | Medline Enrico, M. (2017). Exploring the relationship between organizational social context of schools, individual provider characteristics, and teacher attitudes toward social-emotional learning. (Doctoral Dissertation.) Retrieved from ProQuest (Order No. 10607053).
Google Scholar Fenwick-Smith, A., Dahlberg, E. E., Thompson, S. C. (2018). Systematic review of resilience-enhancing, universal, primary school-based mental health promotion programs. BMC Psychology, 6(1), 1–17. https://doi.org/10.1186/s40359-018-0242-3
Google Scholar | Crossref | Medline Fox, K., Nijeboer, S., Dixon, M., Floman, J., Ellamil, M., Rumak, S., Sedlmeier, P., Christoff, K. (2014). Is meditation associated with altered brain structure? A systematic review and meta-analysis of morphometric neuroimaging in meditation practitioners. Neuroscience and Biobehavioral Reviews, 43, 48–73. https://doi.org/10.1016/j.neubiorev.2014.03.016
Google Scholar | Crossref | Medline | ISI Fung, J., Kim, J., Jin, J., Chen, G., Bear, L., Lau, A. (2019). A randomized trial evaluating school-based mindfulness intervention for ethnic minority youth: Exploring mediators and moderators of intervention effects. Journal of Abnormal Child Psychology, 47(1), 1–19. https://doi.org/10.1007/s10802-018-0425-7
Google Scholar | Crossref | Medline Gotink, R., Meijboom, R., Vernooij, M., Smits, M., Hunink, M. (2016). 8-week Mindfulness based stress reduction induces brain changes similar to traditional long-term meditation practice – A systematic review. Brain and Cognition, 108, 32–41. https://doi.org/10.1016/j.bandc.2016.07.001
Google Scholar | Crossref | Medline Hamilton, L. S., Doss, C. J., Steiner, E. D. (2019). Teacher and principal perspectives on social and emotional learning in America's schools: Findings from the American Educator Panels. RAND Corporation. Retrieved from: https://www.rand.org/content/dam/rand/pubs/research_reports/RR2900/RR2991/RAND_RR2991.pdf.
Google Scholar Harpin, S., Rossi, A., Kim, A., Swanson, L. (2016). Behavioral impacts of a mindfulness pilot intervention for elementary school students. Education, 137(2), 149–156.
Google Scholar Herlitz, L., MacIntyre, H., Osborn, T., Bonell, C. (2020). The sustainability of public health interventions in schools: A systematic review. Implementation Science : IS, 15(1), 4–4. https://doi.org/10.1186/s13012-019-0961-8
Google Scholar | Crossref | Medline Hwang, Y., Bartlett, B., Greben, M., Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26–42. https://doi.org/10.1016/j.tate.2017.01.015
Google Scholar | Crossref Jones, S. M., Brush, K. E., Ramirez, T., Mao, Z. X., Marenus, M., Wettje, S., Finney, K., Raisch, N., Podoloff, N., Kahn, J., Barnes, S., Stickle, L., BrionMeisels, G., McIntyre, J., Cuartas, J., Bailey, R. (2021). Navigating SEL from the inside out: Looking inside & across 33 leading SEL programs: A practical resource for schools and OST providers. The Easel Lab @ the Harvard Graduate School of Education. https://www.wallacefoundation.org/knowledge-center/Documents/navigating-social-and-emotional-learning-from-the-inside-out-2ed.pdf.
Google Scholar Klingbeil, D., Renshaw, T. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. School Psychology Quarterly, 33(4), 501–511. https://doi.org/10.1037/spq0000291
Google Scholar | Crossref | Medline Klingbeil, D., Renshaw, T., Willenbrink, J., Copek, R., Chan, K., Haddock, A., Yassine, J., Clifton, J. (2017). Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies. Journal of School Psychology, 63, 77–103. https://doi.org/10.1016/j.jsp.2017.03.006
Google Scholar | Crossref | Medline Kortteisto, T., Kaila, M., Komulainen, J., Ma ¨ntyranta, T., Rissanen, P. (2010). Healthcare professionals’ intentions to use clinical guidelines: A survey using the theory of planned behaviour. Implementation Science, 5(1), 51. https://doi.org/10.1186/1748-5908-5-51
Google Scholar | Crossref LaMorte, W. (2019, September 9). The health belief model. Boston University School of Public Health. https://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/BehavioralChangeTheories/BehavioralChangeTheories2.html.
Google Scholar Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
Google Scholar Martens, B., Witt, J., Elliott, S., Darveaux, D., Abeles, N. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16(2), 191–198. https://doi.org/10.1037/0735-7028.16.2.191
Google Scholar | Crossref | ISI Moreno, C., Wykes, T., Galderisi, S., Nordentoft, M., Crossley, N., Jones, N., Cannon, M., Correll, C., Byrne, L., Carr, S., Chen, E., Gorwood, P., Johnson, S., Kärkkäinen, H., Krystal, J., Lee, J., Lieberman, J., López-Jaramillo, C., Männikkö, M., … Arango, C. (2020). How mental health care should change as a consequence of the COVID-19 pandemic. The Lancet. Psychiatry, 7(9), 813–824. https://doi.org/10.1016/S2215-0366(20)30307-2
Google Scholar | Crossref | Medline Muggeo, M. A., Ginsburg, G. S. (2019). School nurse perceptions of student anxiety. The Journal of School Nursing, 35(3), 163–168. https://doi.org/10.1177/1059840517752457
Google Scholar | SAGE Journals | ISI Munk, K. (2020). Mindful matters: Addressing barriers to classroom-based mindfulness. (Unpublished doctoral dissertation). California State University, Northern Consortium, Fresno & San Jose, California.
Google Scholar National Association of School Nurses (2018). The school nurse's role in behavioral/mental health of students (Position Statement). https://www.nasn.org/nasn/advocacy/professional-practice-documents/position-statements/ps-behavioral-health.
Google Scholar Neuman, B. (2011). The neuman systems model. In Neuman, B., Fawcett, J. (Eds.), The neuman systems model (pp. 3–33). Pearson.
Google Scholar Ortiz, R., Sibinga, E. (2017). The role of mindfulness in reducing the adverse effects of childhood stress and trauma. Children, 4(3), 16. https://doi.org/10.3390/children4030016
Google Scholar | Crossref | Medline Perou, R., Bitsko, R. H., Blumberg, S. J., Pastor, P., Ghandour, R. M., Gfroerer, J., Hedden, S. L., Crosby, A. E., Visser, S. N., Schieve, L. A., Parks, S. E., Hall, J. E., Brody, D., Simile, C. M., Thompson, W. W., Baio, J., Avenevoli, S., Kogan, M. D., Huang, L. N. (2013). Mental health surveillance among children: United States, 2005-2011. Centers for Disease Control and Prevention: Morbidity and Mortality Weekly Report Supplements, 62(02), 1–35. https://www.cdc.gov/mmwr/preview/mmwrhtml/su6202a1.htm?s_cid=su6201a2_w.
Google Scholar | Medline Quach, D., Jastrowski Mano, K. E., Alexander, K. (2016). A randomized controlled trial examining the effect of mindfulness meditation on working memory capacity in adolescents. Journal of Adolescent Health, 58(5), 489–496. https://doi.org/10.1016/j.jadohealth.2015.09.02
Google Scholar | Crossref | Medline Schonert-Reichl, K., Oberle, E., Lawlor, M., Abbott, D., Thomson, K., Oberlander, T., Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454
Google Scholar | Crossref | Medline Shannon, R. A., Bergren, M. D., Matthews, A. (2010). Frequent visitors: Somatization in school-age children and implications for school nurses. The Journal of School Nursing, 26(3), 169–182. https://doi.org/10.1177/1059840509356777
Google Scholar | SAGE Journals | ISI Sibinga, E. M., Webb, L., Ghazarian, S. R., Ellen, J. M. (2016). School-based mindfulness instruction: An RCT. Pediatrics, 137(1), Article e20152532. https://doi.org/10.1542/peds.2015-2532
Google Scholar | Crossref | Medline Stuart, S. K., Collins, J., Toms, O., Gwalla-Ogisi, N. (2017). Mindfulness and an argument for tier 1, whole school support. International Journal of Whole Schooling, 13(3), 14. https://link.gale.com/apps/doc/A520460386/AONE?u=csus_main&sid=bookmark-AONE&xid = a9bc68e8.
Google Scholar Vickery, C. E., Edorjee, D. (2016). Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in Psychology, 6, 2025. https://doi.org/10.3389/fpsyg.2015.02025
Google Scholar | Crossref | Medline Waters, L., Barsky, A., Ridd, A., Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103–134. https://doi.org/10.1007/s10648-014-9258-2
Google Scholar | Crossref | ISI