Introduction & Projects
Robert Roeser is the College's first Bennett Pierce Professor of Caring and Compassion and leader of the Prevention Research Center's Program on Empathy, Awareness, and Compassion (PEACE). Dr. Roeser also coordinates the center's annual compassion lecture. His interests include contemplative practices (e.g., mindfulness, compassion) in education for staff and students; schools as central cultural contexts for child and adolescent academic and social-emotional development; school reform and professional development; and India, globalization and adolescent development.
For more information about Dr. Roeser, click here.
Measuring Teacher Care in Elementary and Middle School Classrooms: Positivity, Presence, and Patience
Testing the Efficacy of Mindfulness Training for Teachers on Improving Classroom Settings for Early Adolescents
Mindfulness and Compassion Programs and Practices in K-12 Urban Educational Reform: Designing a Sustainable Future
Mindful Yoga to Help Treat Opioid Dependence
Roeser, R. W., Mashburn, A. J., Skinner, E. A., Choles, J. R., Taylor, C., Rickert, N. P., Pinela, C., Robbeloth, J., Saxton, E., Weiss, E., Cullen, M., & Sorenson, J. (2021). Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000675
Inkelas, K.K., Colaianne, B.A., Hirshberg, M.J., Greenberg, M.T., Davidson, R.J., Dunne, J.D., Germano, D., & Roeser, R.W. (2021). Does variability across three universities in the implementation of a college course on human flourishing affect student outcomes? Journal of American College Health. Advance online publication. https://doi.org/10.1080/07448481.2021.1920956
Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., Geier, C., Roeser, R., Berrena, E., Mahfouz, J., Levitan, J., Greenberg, M. T. (2021). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness, 12. https://doi.org/10.1007/s12671-021-01594-9
Roeser, R. W., Galla, B. M., & Baelen, R. N. (2020). Mindfulness in schools: Evidence on the impacts of school-based mindfulness programs on student outcomes in P–12 educational settings. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
As Penn State's first-ever professor of caring and compassion, Rob Roeser is tasked with designing classes that meld the ancient practices of mindfulness and mediation with modern science. The goal is to help students become calmer and more focused--and ultimately, to be more engaged and caring citizens of the world. Written by Savita Iyer & illustrations by Gracia Lam
Embodied teacher mindfulness in the classroom: The Calm, Clear, Kind framework
Taylor, C., Jennings, P.A., Harris, A., Schussler, D.L. & Roeser, R.W. (2019). Embodied teacher mindfulness in the classroom: The Calm, Clear, Kind framework. In P.A. Jennings, A. Demauro, & P. Mischenko (Eds.), Mindfulness in Schools: Transforming School Cultures through Mindful Awareness and Compassion. NY: Norton.
Cullen, M., Roeser, R. W., & Brito-Pons, G. (2019). Mindfulness-Based Emotional Balance: History of development, curriculum, and research. In Ivtzan, I. (Ed.), Handbook of Mindfulness-Based Programmes (1st ed., pp. 64-76). Routledge. https://doi.org/10.4324/9781315265438
Dvorakova, K., Greenberg, M. T., & Roeser, R. W. (2019). On the role of mindfulness and compassion skills in students' coping, well-being, and development across the transition to college: A conceptual analysis. Stress and Health, 35, 146-156. https://doi.org/10.1002/smi.2850.
Roeser, R., Colaianne, B., & Greenberg, M. (2018). Compassion and human development: Current approaches and future Directions. Research in Human Development, (15)3-4, 238-251. https://doi.org/10.1080/15427609.2018.1495002
Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes
Crain, T. L., Schonert-Reichl, K. A., & Roeser, R. W. (2016, In Press). Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes. Journal of Occupational Health Psychology. http://http://dx.doi.org/10.1037/ocp0000043. doi: 19391307
School and community influences on human development
Eccles, J., & Roeser, R. W. (2016). School and community influences on human development. In M. H. Bornstein & M. E. Lamb (Co-Eds.), Developmental psychology: An advanced textbook, 7th ed. Hillsdale, NJ: Lawrence Erlbaum.
Mindfulness in students' motivation and learning in school
Roeser, R. W. (2016). Mindfulness in students' motivation and learning in school. In K. Wentzel & D. B. Miele (Eds.), Handbook on motivation at school. New York: Taylor & Francis.
Processes of teaching, learning, and transfer in Mindfulness-Based Interventions (MBIs) for teachers: A contemplative educational perspective
Roeser, R. W. (2016). Processes of teaching, learning, and transfer in Mindfulness-Based Interventions (MBIs) for teachers: A contemplative educational perspective. In K. Schonert-Reichl & R. W. Roeser (Eds.), The handbook of mindfulness in education: Integrating theory and research into practice (pp. 149-170). New York: Springer. http://http://dx.doi.org/10.1007/9781493935062_10. I
Mindfulness in education: Introduction and overview of the handbook
Schonert-Reichl, K. A., & Roeser, R. W. (2016). Mindfulness in education: Introduction and overview of the handbook. In K. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education: Theory, research, practice, and future directions (pp. 316). New York: Springer. http://http://dx.doi.org/10.1007/9781493935062_1.
The handbook of mindfulness in education: Integrating theory and research into practice
Schonert-Reichl, K., & Roeser, R. W. (Co-Eds.) (2016). The handbook of mindfulness in education: Integrating theory and research into practice. New York: Springer.
Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study
Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, 7(1), 115-129. http://http://dx.doi.org/10.1007/s1267101504254.
September 21, 2021
New study: Can mindful yoga reduce opioid dependence?Read more.
July 28, 2021
Tips on managing stress and building resilienceRead more.
June 04, 2021
Rob Roeser honored with Mind & Life Service Award
“We have to understand the families of knowledge that we can bring to bear on today’s complex challenges,” says Mind & Life Steering Council member Robert W. Roeser, who has served as co-creator, facilitator, and presenter at numerous Mind & Life events, and as a key advisor on initiatives such as the Education of the Heart Digital Dialogue.Read more.
June 03, 2021
Gift to strengthen program on mindfulness, empathy and compassion in education
Kevin and Karen Lynch form one of the most formidable power couples in the global health sector. As the founder, president and CEO of the Quell Foundation, Kevin oversees a nationally acclaimed mental health organization that is dedicated to reducing rates of suicides, overdoses and incarceration of people experiencing mental health illness. Karen, as president and chief executive officer of CVS Health, leads a team of more than 300,000 colleagues in providing health insurance and services to an estimated 34 million people.Read more.
May 14, 2021
School-based mindfulness programs show promising impacts for students
Dozens of school-based mindfulness programs (SBMPs) have been developed and implemented in a range of school contexts across the world. These programs are often designed to teach students how to pay attention, regulate stress, feel better emotionally, engage in healthy relationships, and do better in school. As the number of mindfulness programs has increased, so too have the number of research evaluations of these programs’ impacts, outcomes, and effectiveness.Read more.
March 09, 2021
Penn State community invited to join in meditation for Wellness Day
Guided meditations promote calm, compassion, and a sense of peaceRead more.
January 14, 2021
'Mindfulness' on your mind? It has limits, review finds
Robert Roeser is quoted in this story from HealthDay.Read more.
June 22, 2020
'Human Flourishing' course to support students during challenging times
UNIVERSITY PARK, Pa. — University students and educators alike are grappling with turbulent times, and Penn State’s 3-credit general education course on the “Art and Science of Human Flourishing” (HDFS 108N) is being fine-tuned to guide students in how to engage in compassionate dialogue about racism, COVID-19 and our social responsibilities to each other.Read more.
May 12, 2020
Kind Hearts and Curious Minds: Caring and compassion professor Rob Roeser featured in the Penn Stater
Below is an excerpt from the feature article in the May/June issue of the Penn Stater magazine. View the full article.Read more.
June 18, 2019
Bringing mindfulness to the Central Pennsylvania Festival of the Arts
Caring and compassion researchers will be featured at Art of Discovery booth July 12Read more.
October 02, 2018
Penn State researcher receives federal grant to study early learning program
UNIVERSITY PARK, Pa. – A Penn State researcher has a major role in a $3.3 million federal grant award to study the impact of MindUp, an early-learning program aimed at improving children's readiness for kindergarten and later grades.Read more.
August 14, 2018
'Educating the heart' is focus of course on living a life of flourishing
UNIVERSITY PARK, Pa. — A course in the Department of Human Development and Family Studies (HDFS) at Penn State is designed to assist students in cultivating their well-being and exploring what it means to live a life of flourishing.Read more.
July 19, 2018
Portland State, Penn State partners on $3.3 million grant to study impact of kindergarten readiness program
A Portland State University professor has received a $3.3 million federal grant to study the impact of an early-learning program aimed at improving children's readiness for kindergarten and later grades.Read more.