Godeano-Barr et al. DCI dataset

We examined the effects of a mindfulness-informed conflict transformation intervention (“Mind the Conflict” – MtC) on the approach of teachers and students towards engaging with classroom discussions on controversial issues (DCIs), and on students’ experience in such discussions. Specifically, we examined 3 constructs: Mindfulness in Conflict (manipulation check, only teachers); Motivation to engage in DCIs (including willingness, self-capacity, attribution of importance for dealing with controversial issues and sense of legitimacy (the latter – only for teachers); and Conduct/Behaviour of teachers and students during such discussions. Teachers and students from four schools were randomized into an experimental and active control conditions and completed pre- and post-intervention self-report questionnaires. Interventions included teachers’ training and engagement in two classroom DCIs. After each discussion, students completed a short questionnaire about their experience during the DCI.