Black Children's Refusal in a 'Hege-Mindful' World
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| Title: | Black Children's Refusal in a 'Hege-Mindful' World |
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| Language: | English |
| Authors: | Jadyn Laixely (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | African American Students, Grade 5, Elementary School Students, Metacognition, Wellness, Social Emotional Learning, Teacher Response, Elementary School Teachers, Public Schools, Racism, Resistance (Psychology) |
| ISSN: | 2332-8584 |
| Abstract: | This case study examines the connections between mindfulness activities and related benefits, including wellness, as 13 Black fifth graders embarked on an 8-week mindfulness program in their public-school classroom. The children responded well to the program and exhibited some wellness outcomes associated with mindfulness. However, hegemonic school and classroom practices emphasizing adult control and minimal child agency prevented the children from practicing new mindfulness skills or sustaining feelings of wellness, mattering, and harmony throughout the school day. We found that classroom mindfulness efforts, when not supported by all classroom teachers and administrators, necessarily limit Black children's ability to develop a sense of self-awareness and self-efficacy and can in fact reinforce feelings of self-blame. Our findings suggest that mindfulness programs can have a positive impact for Black children when paired with antiracist practices, allowing space for the children to practice refusal and prioritize their right to matter. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494743 |
| Database: | ERIC |
| Abstract: | This case study examines the connections between mindfulness activities and related benefits, including wellness, as 13 Black fifth graders embarked on an 8-week mindfulness program in their public-school classroom. The children responded well to the program and exhibited some wellness outcomes associated with mindfulness. However, hegemonic school and classroom practices emphasizing adult control and minimal child agency prevented the children from practicing new mindfulness skills or sustaining feelings of wellness, mattering, and harmony throughout the school day. We found that classroom mindfulness efforts, when not supported by all classroom teachers and administrators, necessarily limit Black children's ability to develop a sense of self-awareness and self-efficacy and can in fact reinforce feelings of self-blame. Our findings suggest that mindfulness programs can have a positive impact for Black children when paired with antiracist practices, allowing space for the children to practice refusal and prioritize their right to matter. |
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| ISSN: | 2332-8584 |
