The Journal of school health · 2026
Scaling Mindfulness for Youth Well-Being: A District-Community Partnership Model.
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Davis Susan J, Bassaj Rana, Hall Liana, Wilson Alison, King Kathleen, Ressler Mary Beth, Mahfouz Julia
Аннотация
BACKGROUND: Youth in the United States face unprecedented levels of emotional distress, highlighting the need for comprehensive school-based approaches to well-being. Mindfulness-based programs (MBPs) are developmentally appropriate strategies for fostering resilience, yet large-scale implementation remains challenging.
CONTRIBUTIONS TO PRACTICE: A long-term partnership between a public school district and a community behavioral health agency supported the expansion of mindfulness programming across elementary schools through a facilitator-supported delivery model and intensive instructor preparation. Implementation reached about 90% of elementary schools, demonstrating unusually broad district-level coverage, an underexplored aspect of MBP research. These collaborative efforts reduced the burden on educators while strengthening program consistency and sustainability.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: This case highlights the role of collaborative policy alignment, integrated delivery structures, and culturally responsive implementation in expanding equitable access to preventive mental health supports.
CONCLUSIONS: This practitioner case demonstrates how relational trust, multi-sector collaboration, and adaptive implementation strategies can support district-scale integration of mindfulness programming within comprehensive school health systems.
CONTRIBUTIONS TO PRACTICE: A long-term partnership between a public school district and a community behavioral health agency supported the expansion of mindfulness programming across elementary schools through a facilitator-supported delivery model and intensive instructor preparation. Implementation reached about 90% of elementary schools, demonstrating unusually broad district-level coverage, an underexplored aspect of MBP research. These collaborative efforts reduced the burden on educators while strengthening program consistency and sustainability.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: This case highlights the role of collaborative policy alignment, integrated delivery structures, and culturally responsive implementation in expanding equitable access to preventive mental health supports.
CONCLUSIONS: This practitioner case demonstrates how relational trust, multi-sector collaboration, and adaptive implementation strategies can support district-scale integration of mindfulness programming within comprehensive school health systems.