Kailyn Fullerton, a 2024 graduate of the EdD in Educational and Professional Practice, has published her dissertation, We Need To Understand It Before We Can Teach It: A Cooperative Inquiry Into Mindfulness-Based Social-Emotional Learning With International School Teachers.
Fullerton’s dissertation goes in-depth into the experience of a group of international school teachers engaging in a cooperative inquiry as they explore the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. Educators experience stress and burnout, teachers work under increasing pressure, and communities still reeling from the effects of the global COVID-19 pandemic.
Many international schools have recruited educators who live far away from their country of birth and are searching for a sense of community. MBSEL practices have been demonstrated to support well-being; however, the idea of adults learning these skills is looked over at an alarming rate.
Fullerton is part of a cooperative inquiry group that co-created the research question: “What do we notice when we practice mindfulness-based social-emotional learning?” Group members held bi-weekly meetings to practice mindfulness meditation and reflective practices within the SEL domains of Self-Awareness and Self-regulation. Participants also practiced independently and journaled about their experiences in between meetings.
The transcripts from the group meetings and personal journals, as well as introductory interviews, were analyzed using the reflexive thematic method. Fullerton’s findings indicated that this was a transformative learning experience for members, and five themes were discovered: increased self-awareness in times of emotional overwhelm, increased levels of self-compassion, sharing learning with the community, community of practice as a supportive structure, and the deep desire to do something different.
Due to their findings, the group created a definition for MBSEL as well as an online MBSEL group for international school teachers with the intention of building community. Though this was a small sample size of self-selected participants, the findings are consistent with the current recommendations for adults to engage in holistic practices in order to benefit the entirety of their school environment.
Fullerton is an educator and scholar who has spent time in Asia and Europe as a K-12 educator, she is passionate about the transformative and healing potential of mindfulness-based social-emotional learning (MBSEL). During her doctoral conferral, Fullerton worked in international schools at the intersection of teaching and well-being support, consulting schools and educators in order to support systemic implementation of mindfulness and SEL in schools. She also served as adjunct faculty at Antioch University in the Mindfulness for Educators master’s program. Fullerton advocates for the training and nurturing of adults in schools in the philosophy and skills of MBSEL, with a core belief that attention paid to adult development not only helps to transform the educators and parents involved but also ripples out to the students and greater educational systems.
Read more about Fullerton and her dissertation We Need To Understand It Before We Can Teach It: A Cooperative Inquiry Into Mindfulness-Based Social-Emotional Learning With International School Teachers here.
