Chairperson, Graduate Committee: Greg FrancisCochrum, Caleb Denver2022-07-082022-07-082021https://scholarworks.montana.edu/handle/1/16480This study evaluated the impact of implementing daily mindfulness and biweekly social emotional learning lessons into a sophomore level Physical Science classroom. Qualitative and quantitative data collected through student surveys, attendance data, content-based assessments, was analyzed to assess the overall impact on student learning, classroom culture, and student self-efficacy. Results indicate that the use of mindfulness and social emotional learning curricula significantly improves classroom culture, while also having a marginally positive impact on academic performance and student self-efficacy.enPhysical sciencesHigh school studentsMindfulness (Psychology)Social learningEmotionsSelf-efficacyProfessional PaperCopyright 2021 by Caleb Denver Cochrum