Khalique Ahmed, biology professor in the College of Arts and Sciences, published a paper, “A Review of Mindfulness Research Related to Alleviating Math and Science Anxiety,” in the fall 2017 issue of Journal of Leadership and Instruction. The coauthors of the paper are Cori Lopez (Dartmouth College), Bradley Trager (Penn State), Linda Foinding (Lynn) and Megan Rodwell (Nova Southeastern).
Defined as non-judgmentally paying attention to the present moment, modern-day mindfulness has gained considerable attention in various science fields. However, despite this growth, many uses of mindfulness remain unexplored.
In this research paper, the authors focused on the application of mindfulness programs in educational settings, specifically to target math and science anxiety. Since education-related anxiety can have negative consequences on students and interfere with academic performance, researchers have begun exploring the plausibility and efficacy of implementing mindfulness programs into the school curriculum to alleviate these anxious feelings. This may be particularly beneficial to math and science, as those are two fields infamously associated with anxiety, yet ones that desperately need occupational growth.