Becoming Mindful: Collaborating to Empower Students and Peacefully Resolve Problems

Authors

  • Michael Rozalski
  • Angela Stewart
  • Benjamin Andrus
  • Christina Interlichia

DOI:

https://doi.org/10.5860/cal.19.4.6

Abstract

As the expectations in schools increase, especially during the COVID pandemic, and more pressure is placed on younger students, more students are experiencing high levels of stress. According to a national survey, “approximately one in every four to five youth in the U.S. meets the criteria for a mental disorder.” Anxiety was found to be the most commonly occurring mental disorder, with approximately thirty-two percent of adolescents meeting the criteria for the disorder. While not all youth may struggle with mental disorders, every student faces daily stress both in and out of school.

Author Biography

Michael Rozalski

Michael Rozalski is a professor at the State University of New York College in Geneseo, NY. He received his PhD from the University of South Carolina and has taught and worked with students with behavioral disorders from grades K-12 in a variety of settings, including self-contained and resource classrooms, wilderness programs, and a residential treatment center. Angie Stewart is a second-grade teacher of an inclusion classroom at Park Road Elementary with Pittsford Central School District, NY. She received her BS in education (childhood with special education) and MS in reading and literacy from SUNY Geneseo. Benjamin Andrus is a Social Science Librarian at Binghamton University. He received his MSIS from the University at Albany, and a master’s in public administration and BA in political science, both from Binghamton University. Christina Interlichia is a graduate student studying literacy and reading at SUNY Geneseo. She received a BS in early childhood/childhood education from SUNY Geneseo and is pursuing a career in teaching.

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Published

2021-12-03

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