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This multiple methods study examined the impact of brief, intentional instruction in the areas of mindfulness and social and emotional learning (SEL) on teacher self-efficacy, teacher mindfulness, and the use of mindfulness practices. The SEL content and strategies were taught to pre-service educators during their student teaching seminars. Teacher efficacy includes the beliefs that a teacher holds about their ability to lead learning and includes beliefs about classroom management, instructional practices, and student engagement. Social and emotional learning, as defined by The Collaborative for Academic, Social, and Emotional Learning (CASEL), includes five components: self-awareness, self-management, other awareness, relationship skills, and responsible decision-making. These components encompass skills essential to effective teaching. Mindfulness has been defined as present moment awareness without judgment and is linked to well-being. We hypothesized that teacher efficacy and mindfulness would be improved significantly from pre- to post-intervention. Eighteen of 35 potential participants completed quantitative measures of efficacy (Teacher Self Efficacy Scale) and mindfulness (Teacher Mindfulness Scale). Thirty-four participants completed qualitative session reflections. Seven participants completed journal responses. Increases in mindfulness and teacher efficacy were found; however, within the quantitative measures, only increases in teacher efficacy were significant. Within the qualitative findings from the Self-Assessing Social and Emotional Instruction and Competencies scale, self-awareness was identified as participants' greatest strength while self-management of emotions was identified as their greatest opportunity for improvement. In addition, most participants noted current or future plans to use mindfulness or SEL strategies. Findings are consistent with previous work indicating that short-term training in mindfulness and SEL should be included in educator preparation programs as a mechanism to support teacher wellbeing and potentially reduce teacher burnout.

Contemporary theories suggest that, due to limited access and generalized distrust, residents of disadvantaged neighborhoods are relatively unlikely to report matters to police. Although existing studies reveal few ecological differences in crime reporting, findings may be limited to victim/offense subsets represented in aggregated victimization data. Using calls-for-service (CFS) data from a Pacific Northwest city, this study assesses the degree to which neighborhood block groups (N = 164) vary in incidents reported to police overall and subsequent to the elimination of a major nonemergency-reporting mechanism. Two hypotheses are assessed: First, CFS rates will vary inversely with neighborhood disadvantage, net of the effect of objective levels of crime and other control variables; second, CFS originating in affluent neighborhoods will exhibit greater year-to-year decreases relative to disadvantaged neighborhoods following reduction of local reporting services in 2004. Findings from spatial analyses indicate that residents of disadvantaged neighborhoods tend to rely on police for assistance as much as, if not more than, people elsewhere. (Contains 4 tables, 3 figures and 12 notes.)