Exploring Educators’ Perceptions of Implementing Mindfulness Interventions with Students Transitioning from Primary to Secondary School in an Intercultural Context

Abstract

This thesis explores educators’ perceptions of implementing mindfulness interventions to support Third Culture Kids (TCKs) transitioning from primary to secondary international schools within intercultural contexts. International schools, characterised by diverse student bodies, present challenges during educational transitions, especially for TCKs—young people raised in cultures different from their parents’, leading to distinct hybrid identities (Pollock & Van Reken, 2009). The transition to secondary school significantly increases academic demands and socio-emotional pressures, often amplifying difficulties for TCKs, such as anxiety, cultural dislocation, and relationship-building challenges (Van Der Kleij et al., 2023; Xu & Jin, 2022).

Literature suggests mindfulness—defined as paying purposeful, non-judgemental attention to the present moment—can effectively support emotional resilience and reduce stress among students (Zhu et al., 2021; Matiz et al., 2020). However, implementing mindfulness within educational settings is complex, influenced heavily by cultural contexts, age groups, and school resources (Peacock, 2014; Emerson et al., 2020).

A qualitative, interpretivist case-study methodology was chosen, focusing on educators from various international schools located in Asia, South America, and Europe. Semi-structured interviews enabled an in-depth exploration of educators’ personal reflections and experiences regarding the effectiveness and challenges of mindfulness practices. Interview data was analysed thematically, highlighting the contextual factors influencing mindfulness interventions, thus providing detailed insights into educators' experiences and perceptions (Gomm et al., 2000; Yin, 2003).

The findings strongly indicated mindfulness interventions offer substantial benefits for TCKs. Educators reported noticeable improvements in students' emotional regulation, resilience, and overall well being. These interventions particularly helped manage anxiety, improve classroom behaviour, and facilitate better relationships among peers and staff—outcomes aligning closely with existing literature (Zhu et al., 2021). The COVID-19 pandemic heightened these benefits by increasing the need for effective socio-emotional support, positioning mindfulness as particularly valuable during times of global crisis and uncertainty (Matiz et al., 2020; Nyari, 2021).

Nevertheless, successful mindfulness implementation was not uniform across contexts. Cultural alignment emerged as critical; in regions where mindfulness aligned closely with cultural norms around mental health and wellbeing, acceptance and effectiveness were notably higher. Conversely, differing cultural attitudes, particularly around mental health stigma and notions of masculinity, presented barriers, necessitating careful cultural adaptation of mindfulness practices (Ainsworth et al., 2023). Age sensitivity also significantly influenced receptivity, with younger students often being more responsive than older ones, highlighting the importance of adapting mindfulness programmes to different developmental stages (Burke, 2010; Rempel, 2012).

Additionally, professional development for teachers and sufficient school resources emerged as pivotal to successful and sustainable mindfulness interventions. Schools investing consistently in comprehensive educator training and dedicated programme resources experienced more positive outcomes, underlining the practical requirements for effectively embedding mindfulness in schools (Montero-Marin et al., 2021; Wilde et al., 2019).

In conclusion, this research indicates mindfulness interventions, when carefully adapted to cultural and developmental contexts and supported by adequate training and resources, represent effective approaches for aiding TCKs’ transition from primary to secondary school. These findings contribute valuable insights to intercultural education research, emphasising mindfulness’s potential in enhancing student wellbeing during transitions. Further studies should examine mindfulness’s long-term impacts across diverse cultural settings, particularly in ongoing global crises.