Date of Submission


Degree Type


Degree Name

Doctor of Psychology (PsyD)



Department Chair

Robert A DiTomasso, PhD, ABPP

First Advisor

George McCloskey, PhD

Second Advisor

Sarah Allen, PsyD

Third Advisor

Cirian Dalton, PhD


Teachers are regularly expected to teach more information with fewer resources and less instructional time. Often, young students attending class may not be available for learning. In order to maximize learning, teachers must prepare the mental states of their students. This study sought to determine if correlations existed between the recurrent practice of mindfulness meditation and the strengthening of various cognitive skills and attitudes towards learning. The most significant findings found an overall increase in the attention, working memory, executive functions, and receptivity towards learning as perceived by the teacher and students. Students with the lowest levels of cognitive skills and receptiveness were often the individuals to benefit most significantly from the mindfulness meditation program.

Included in

Psychology Commons