Mindfulness-based socio-emotional learning to reduce disruptive behaviour in primary-school classrooms

Mindfulness-based social-emotional learning (MBSEL) is a practical strategy for fostering effective classroom management and peace in classrooms, addressing the pervasive issue of disruptive behaviour in schools. Due to the lack of existing MBSEL programmes in South Africa, a programme was developed specifically for foundation phase educators. This phenomenological study explored the feasibility of MBSEL in South African classrooms by examining the experiences of six educators in a Western Cape public school. Data from focus groups and semi-structured interviews revealed encouraging outcomes, including stress reduction, improved self-awareness, and transformed classroom management for teachers. Despite challenges, the teachers recommended wider implementation and suggested integrating mindfulness into the national curriculum. Teachers reported observing positive shifts in student engagement, self-management, and social awareness. The study concludes that while MBSEL is not a panacea, it holds transformative potential for education, particularly in helping teachers manage disruptive behaviours more effectively.