Mindfulness for children in education


Mindfulness can be described as a state of mind. Better yet there is evidence showing that mindfulness is a basic ability that anyone can practice. ‘Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us. Meditation begins and ends in the body. It involves taking the time to pay attention to where we are and what’s going on, and that starts with being aware of our body’ (Mindful Staff, 2014) Similarly, it is suggested that mindfulness is an ‘integrative, mind-body based approach that helps people to manage their thoughts and feelings and mental health’ (Mental Health Foundation, 2018) . Considering mental health is an ever-growing issue in today’s society, practicing mindful activities could really help to reduce the number of mental health cases. In addition to this, ‘mindfulness exercises are ways of paying attention to the present moment, using techniques like meditation, breathing, and yoga. Training helps people to become more aware of their thoughts, feelings, and body sensations so that instead of being overwhelmed by them, they are better able to manage them. Practicing mindfulness can give more insight into emotions, boost attention and concentration, and improve relationships’ (Mental Health Foundation, 2018).

Mindfulness in education is important for many reasons. ‘Mindfulness is moment-by-moment awareness of our thoughts, emotions, sensations and surrounding environment’ (Mindful schools, 2017). Practicing mindfulness can be beneficial for children, there are some reasons that are more obvious than others, ‘mindfulness training has at least five broad beneficial effects. Specifically, mindfulness promotes increased sensory awareness, greater cognitive control enhanced regulation of emotions; acceptance of transient thoughts and feelings; and the capacity to regulate attention. (The Psychologist, 2011). With all these added benefits, it would be hard to argue that mindfulness isn’t worth practicing. Especially in schools.

Image result for mindfulness in the classroomThere is increasing evidence that mindfulness really does make a difference when delivered in the classroom. Last year, private-practice psychotherapist Gina Biegel and psychologist Kirk Warren Brown released a ‘White Paper’ reporting the results of a pilot, school-based mindfulness program in young children (Biegel & Brown, 2010). This study explored whether mindfulness training could improve academic achievement, powers of attention, social skills, behavioural problems and engagement with academic studies among years 3 and 4. Biegel and Brown report that this programme was generally well tolerated without any adverse side-effects, and improved attention and teacher-rated social skills among students. (The Psychologist, 2011). A project established by teachers from amongst the country’s most successful schools, Mindfulness in Schools Project (MiSP) aims to improve the lives of children by making a genuine, positive difference to their mental health and wellbeing. ‘350,000 primary and secondary pupils have already benefited from the programme, which helps them to flourish academically, socially and emotionally. Schools and other educational settings are confident in the program, because they treat the teaching of mindfulness as seriously as they would any other subject’ (MiSP, 2018). Mindful schools program aims to improve students school readiness, aptitude, and mental health by teaching children the skills of mindfulness. Mindfulness has been defied as ‘the awareness that emerges through paying attention on purpose, in the present moment, and non-judgementally to the unfolding of experience moment to moment’ (Kabat-Zinn, 2003).

A short video of ‘Mindfulness in the Classroom’ gives a positive insight of why mindfulness is important in the classroom for children. A key point I found was that when we teach mindfully, we change the atmosphere and the energy in the classroom, this keep the children engaged and on task. When you actual teach mindfulness itself, you have to try to filter out distractions to make it more effective. It is said that an aspect that they have found is that children become less hyper critical of themselves which is very important in this day and age, with young people and mental health. Link- https://www.youtube.com/watch?v=75GAKifz780.
 
To conclude, the evidence and academic sources that have provided knowledge of mindfulness and the importance and purpose of it, creates a strong argument as to why it is important for schools. My only experience with creating mindfulness with children was a very relaxing and calming one. All the children involved were engaged and fed back at the end of the session that they felt relaxed, some said ‘sleepy’, which again shows a state of relaxation and calmness. The activity involves sitting relaxed but focused, listening to the world around them, focusing on breathing, the breaths in and back out. The activity extended to creating mindfulness music by including rhythm and a number of beats, this activity engages the children fully and they all agreed that it made them feel proud and relaxed and happy to be able to create something so natural and peaceful. One small activity with a class of primary school children made a difference to them, imagine if mindful activities were used every day.

 

Bibliography

Biegel, G.M. & Brown, K.W. (2010). Assessing the efficacy of an adapted in-class mindfulness-based training program for school-age children: A pilot study. Embarcadero East:Oakland.

Mental Health Foundation (2018) Mindfulness. Available: https://www.mentalhealth.org.uk/a-to-z/m/mindfulness Accessed: 08 December 18.

Mindful Schools (2017) Why Mindfulness is
Needed in Education Available: https://www.mindfulschools.org/about-mindfulness/mindfulness-in-education/  Accessed: 05 December 18.

MiSP (2018) Bringing Mindfulness to Schools Available: https://mindfulnessinschools.org/ Accessed: 05 December 18.

Mindful Staff (2014) What is Mindfulness. Available: https://www.mindful.org/what-is-mindfulness/ Accessed: 08 December 18.

Sage (017) Mindfulness in the Classroom. Available: https://www.youtube.com/watch?v=75GAKifz780 Accessed: 08 December 18.

The Psychologist (2011) Mindfulness in Schools Available: https://thepsychologist.bps.org.uk/volume-24/edition-10/mindfulness-schools  Accessed: 05 December 18

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present and future. Clinical Psychology: Science and practice.

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