Mindfulness as Intervention in a Technology-Distracted Classroom

Level of Education of Students Involved

Both Undergraduate/Graduate

Faculty Sponsor

Selina Bartels

College

College of Arts & Sciences (CAS)

Discipline(s)

Secondary Education

Presentation Type

Oral Presentation

Symposium Date

Spring 4-30-2026

Abstract

The following research investigates the issue of “cyberloafing” as a distractor in classrooms. Cyberloafing (a term which describes general distractedness by technology) is prominent in educational environments, and may also be related to a host of other negative aspects linked to regular technology use: increased anxiety, a lack of engagement with other tasks, and more. The study takes place in a high school English classroom within a suburban public high school, and uses a mixed methods data collection approach to search for correlation between mindfulness interventions and academic engagement and achievement. Mindfulness strategies have been chosen for study because of their reputation for addressing many of the symptoms related to frequent technology use, including reductions in anxiety, and because of their success in other studies at improving academic outcomes.

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