Award Date

5-15-2026

Degree Type

Doctoral Project

Degree Name

Occupational Therapy Doctorate

Department

Brain Health

First Committee Member

Sharon Jalene

Number of Pages

89

Abstract

This doctoral capstone project addressed a knowledge gap among K–5 th–grade teachers at Cornerstone Christian Academy (CCA) regarding the purpose, benefits, and educational value of movement-based brain breaks. Although CCA currently incorporates social–emotional learning (SEL) frameworks such as the Zones of Regulation, teachers have received limited training on how structured movement opportunities can enhance student engagement, attention, and regulation. This program aimed to strengthen teachers’ understanding and confidence by providing a series of evidence-informed workshops that explored the connections among movement, self-regulation, and classroom management.

The project consisted of orientation, teacher recruitment, needs assessment, workshop development, and program delivery over a 14-week period. Program evaluation included preand post-workshop surveys to gather teacher feedback, assess perceived changes in knowledge, and inform quality improvement efforts. All feedback was collected anonymously and used solely to enhance the accessibility, clarity, and long-term sustainability of the educational content. This capstone experience contributes to the profession by highlighting occupational therapy’s role in teacher education, SEL integration, and systems-level collaboration within a private faith-based school setting.

Controlled Subject

Education, Elementary; Elementary school teachers; Classroom management

Disciplines

Elementary Education | Occupational Therapy | Rehabilitation and Therapy

File Format

PDF

File Size

4300 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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