Disempowering Mindfulness: Reflections on Discovering the Veils of Power in Well-Being and Good Intentions

  • Everardo Carvajal University of Southern California
Keywords: mindfulness, high school, well-being


Despite the widespread popularity of mindfulness as a wellness intervention strategy across educational levels, its proponents are susceptible to countering the intended area of improvement. This article recounts the cumulative reflections of an educator and his attempts to implement mindfulness into high school classes at the Los Angeles County Jail. Beginning with a layout of the physical and social settings, the article examines the ways that unconsciously practicing mindfulness will counter and potentially negate the possible benefits of mindful practice.

Author Biography

Everardo Carvajal, University of Southern California

Everardo Carvajal is a doctoral student at the University of Southern California’s Rossier School of Education with a focus on Educational Psychology. His research and teaching interests include teacher ideology, classroom climate, educational equity, non-cognitive skills, and alternative learning environments. For the past eight years, he has worked in several correctional education projects and is currently responsible for operating a high school in the Los Angeles County Jail. He has worked with local and state law enforcement officials as a teacher, curriculum developer and site director. He is now working on a project to embed mindfulness practices throughout the school.