- Studies reveal that leadership is the number one indicator of a Whole School Approach to Mindfulness Training/Programs success. 
- Shared leadership/distributed leadership (where leadership practices are given to multiple individuals) proves to be most successful. 
- School leaders that created and implemented a clear purpose with their mindfulness mission/goal,  believed in their staff's abilities, and offered positive engagement also proved to lead to success in the school's program.

Hofstra University

 Whole School Approach utilizes, and seeks to influence, school structures, culture, procedures, ethos and the wider community to secure sustainable improvements and out- comes in young people’s mental health. 
Whole School Approach often offers multiple components which makes them more likely to succeed in long-term positive outcomes when compared to individual classroom based approaches. 

Whole School Approach (WSA)

Hudson, K. G., Lawton, R., & Hugh-Jones, S. (2020). Factors affecting the implementation of a whole school mindfulness program: a qualitative study using the consolidated framework for implementation research. Bmc Health Services Research, 20(1). https://doi.org/10.1186/s12913-020-4942-z

Factors affecting the implementation of a whole school mindfulness program: a qualitative study using the consolidated framework for implementation research

1. Scheduling (students primarily at the secondary level, did not want to give up free time for Mindfulness Training)
2. Schools need to have resources and time to implement mindfulness programs
3. The need to have mindfulness champions driving the curriculum 
4. An understanding that mindfulness takes time and occurs in stages
5. There needs to be an understanding by students and staff regarding why the mindfulness programs are being implemented
6. The school's ability to ensure the mindfulness training remained a sustained activity in the school. 

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