CASEL. (2009). Core SEL Competencies. Retrieved May 25, 2018, from https://casel.org/core-competencies/
Cullen, M. (2011). Mindfulness-Based Interventions: An Emerging Phenomenon. Mindfulness, 2(3), 186–193. https://doi.org/10.1007/s12671-011-0058-1
Emerson, L.-M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching Mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136–1149. https://doi.org/10.1007/s12671-017-0691-4
Ergas, O., Hadar, L. L., Albelda, N., & Levit-Binnun, N. (2018). Contemplative neuroscience as a gateway to mindfulness: A case study of a teacher development program focused on brain plasticity. Mindfulness, 1–13. https://doi.org/10.1007/s12671-018-0913-4
Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings. Mindfulness, 7(1), 34–45. https://doi.org/10.1007/s12671-015-0389-4
Goleman, D., & Davidson, R. J. (2017). Altered traits: Science reveals how meditation changes your mind, brain, and body. Penguin.
Haynes, N. M. (2017). Academic Social and Emotional Learning (ASEL): A Paradigm for Educational Progress.
Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
Kabat-Zinn, J. (2015). Orthogonal rotation in consciousness: Mindfulness. Mindfulness, 6(6), 1481–1483. https://doi.org/10.1007/s12671-015-0456-x
Kielty, M. L., Gilligan, T. D., & Staton, A. R. (2017). Whole-School Approaches to Incorporating Mindfulness-Based Interventions: Supporting the Capacity for Optimal Functioning in School Settings. Childhood Education, 93(2), 128–135. https://doi.org/10.1080/00094056.2017.1300491
Maloney, J. E., Lawlor, M. S., Schonert-Reichl, K. A., & Whitehead, J. (2016). A Mindfulness-Based Social and Emotional Learning Curriculum for School-Aged Children: The MindUP Program. In Handbook of mindfulness in education (pp. 313–334). Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_20
McKenzie, K. B., & Scheurich, J. J. (2008). Teacher resistance to improvement of schools with diverse students. International Journal of Leadership in Education, 11(2), 117–133. https://doi.org/10.1080/13603120801950122
Mindful Schools. (2016). Mindfulness for Your School, Teachers, and Students. Retrieved August 31, 2019, from https://www.mindfulschools.org/
MYRIAD. (2015). MYRIAD. Retrieved August 31, 2019, from http://myriadproject.org/
OECD. (2016). Global competency for an inclusive world. Retrieved from https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
OECD. (2018). The future of education and skills – Education 2030. Retrieved from https://www.oecd.org/education/2030-project/about/documents/E2030 Position Paper (05.04.2018).pdf
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S. M., & Weissberg, R. P. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education, 40(1), 644–681. https://doi.org/10.3102/0091732X16673595
Pickert, K. (2014). The Mindful Revolution. Time. Retrieved from http://content.time.com/time/subscriber/printout/0,8816,2163560,00.html
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015, April 18). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience. Nature Publishing Group. https://doi.org/10.1038/nrn3916
Twenge, J. M., Cooper, A. B., Joiner, T. E., Duffy, M. E., & Binau, S. G. (2019). Age, period, and cohort trends in mood disorder indicators and suicide-related outcomes in a nationally representative dataset, 2005–2017. Journal of Abnormal Psychology, 128(3), 185–199. https://doi.org/10.1037/abn0000410
Weinberger, A. H., Gbedemah, M., Martinez, A. M., Nash, D., Galea, S., & Goodwin, R. D. (2018). Trends in depression prevalence in the USA from 2005 to 2015: Widening disparities in vulnerable groups. Psychological Medicine, 48(8), 1308–1315. https://doi.org/10.1017/S0033291717002781
Zimmerman, J. (2006). Why some teachers resist change and what principals can do about it. NASSP Bulletin, 90(3), 238–249. https://doi.org/10.1177/0192636506291521