Handbook of Mindfulness in Education: Integrating Theory and Research Into Practice

Defines mindfulness and its potential role as well as value-added effects in education
Culls emerging research in mindfulness practices with children, adolescents, and emerging adults
Chapter contributions from world-renowned experts
Examines emerging theory on mindfulness, education, and human relationships
Provides scientific and contemplative bases for the study of mindfulness in education
Offers future directions for theory, research, and practice

Kimberly A. Schonert-Reichl is a Professor in the Human Development, Learning, and Culture program in the Faculty of Education at the University or British Columbia (UBC) and Director of the Human Early Learning Partnership, an interdisciplinary research institute in the Faculty of Medicine at UBC. She received her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and was a postdoctoral National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and Northwestern University. Prior to her graduate work, Kim was a middle school teacher and a teacher at an alternative high school for ＂at risk＂ adolescents. Kim studies the social and emotional development of children and adolescents, particularly in relation to identifying the processes and mechanisms that foster positive human qualities such as empathy, compassion, altruism, and resiliency. She has won several awards, including the 2015 Joseph E. Zins Distinguished Scholar Award for Outstanding Contributions to Research in Social and Emotional Learning, given by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Confederation of University Faculty Associations’ (CUFA-BC) Paz Buttedahl Career Achievement Award for sustained contributions over the course of a career to the non-academic community through research and scholarly activity.
Robert W. Roeser is a Professor of Psychology and Human Development in the Department of Psychology at Portland State University in Portland, Oregon. He received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan (1996) and holds master’s degrees in religion and psychology, developmental psychology and clinical social work. In 2005 he was a United States Fulbright Scholar in India; from 1999-2004 he was a William T. Grant Faculty Scholar; and from 2006 to 2010 served as the Senior Program Coordinator for the Mind and Life Institute (Boulder, CO). Currently, Dr. Roeser’s Culture and Contemplation in Education Lab (CaCiEL) at Portland State is devoted to the study of the putative effects of mindfulness and compassion training for teachers and (early childhood and early adolescent) students with regard to health and wellbeing, and the optimization of teaching and learning.