Journaling: A More Mindful Approach to Researching a Mindfulness-Based Intervention in a Junior School

Mindfulness, often defined as present-moment awareness, has in recent years become a topic of multidisciplinary interest. This article addresses methodological issues for researching mindfulness and education. It is argued that there are advantages to coherence between ontological epistemological positions when designing research studies. The limitations positivistic methods discussed. We then advocate the qualitative method journaling more holistic means providing in-depth access unique underexplored inner life those experiencing intervention. Drawing upon pupils teachers’ views at junior school receiving low-intensity training, we show how illuminates both its impact individuals alongside implementational school, manner consistent with mindfulness’ emphasis on such terms “awareness” “being.”