Program Description

"CHIME is a transformative program at the University of Nebraska–Lincoln designed to equip educators with the tools to cultivate mindfulness and reflection in their daily work. The CHIME Program is provides education and guidance on how to incorporate mindfulness and reflective practice into your daily routine, teaching, and caregiving. Overview: A two-hour overview is followed by seven 1.5-hour sessions Topics: Each session focuses on a specific topic, such as journaling, group discussion, and guided meditations Facilitators: A trained guiding teacher with early childhood experience and practices mindfulness facilitates each session Format: Delivered in person, online, via Zoom, and hybrid options are available"

Cost

For registration fee information please contact Dr. Holly Hatton-Bowers: hattonb@unl.edu, 402-472-6578

Intended Population

• Core

Grade

• Pre-K

Intended Group Size

• Individual
• Small group
• Classroom

ELL/DLL

• Unspecified

Multisensory Applications

• Yes

Delivery Method

• Dual-format availability

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

The literature review revealed three peer-reviewed studies examining the effect of CHIME on educator's mindfulness, perceived stress, emotional regulation, burnout, and cortisol levels. Educators who received CHIME intervention had decreases in emotional dysregulation and cortisol and improvements in mindfulness, perceived stress, emotional regulation, and burnout (Hatton-Bowers et al., 2019, 2023; Starr et al., 2025). Moreover, research by Hatton-Bowers et al. (2023) suggests that educators who received CHIME felt like they had greater emotional awareness in their classrooms. These positive findings support CHIME as a promising practice.

Study Citations

Hatton-Bowers, H. N., Calvi, J. L., Chen, F., Foged, J., Gottschalk, C., & Werth, L. (2019). A multidimensional perspective of the effects of a mindfulness intervention on the well-being of early childhood teachers. Psychoneuroendocrinology, 100, S9–S10. doi:10.1016/j.psyneuen.2018.12.046

Hatton-Bowers, H., Clark, C., Parra, G., Calvi, J., Bird, M. Y., Avari, P., ... & Smith, J. (2023). Promising findings that the cultivating healthy intentional mindful educators’ program (CHIME) strengthens early childhood teachers’ emotional resources: An iterative study. Early Childhood Education Journal, 51(7), 1291-1304.

Starr, E. J., Hatton, H., Clark, C. A., Parra, G. R., Avari, P., & Brock, R. L. (2025). Reducing Emotion Dysregulation Through a Mindfulness Intervention: The Moderating Role of Occupational Stress for Early Childhood Educators. Mindfulness, 16(9), 2619-2636.

Evidence-Based Practice (EBP)

• Promising practice

Additional Reviews

• https://cyfs.unl.edu/ecs/2018/downloads/presentations/HollyHattonBowers_Cultivating-Mindfulness-of-Early-Childhood-Educators.pdf