Our mission statement is “to build emotional resilience in children and adults in school settings and in the wider school community by using mindfulness”.
Mindfulness in the Classroom
We offer Mindfulness training to primary and secondary school pupils from taster sessions to a full 6-12 week curriculum that can be taught in PHSE lessons. These courses include the Mindfulness in Schools courses of Paws b for primary age and .b (dot b) for secondary school age. We also work with classroom teachers to develop their mindfulness skills so that they can learn to teach mindfulness to their pupils.Click here to request a short summary flyer about our services
Mindfulness Helps Children ...
- Recognise, slow down or stop automatic and habitual reactions
- Respond more effectively to complex or difficult situations.
- See situations more clearly
- Become more creative
- Achieve balance and resilience at work and at home
And so contributes powerfully to a well-being strategy for your school.
There is a growing body of evidence that supports the potential for positive effects on a variety of parameters
See the links page for further examples but one example is this extract (below) from a review of all the current research published by Mindfulness in Schools Project (MiSP) in August 2015. The full document may be viewed at www.mindfulnessinschools.org
“Research shows that MISP’s programmes have the potential to improve some pupils’ attention and well-being. .b has been associated with improvements in pupils’ attentiveness, mindfulness, resilience and well-being, and with reductions in depressive symptoms and perceived stress.
Paws b has been associated with improvements in some pupils’ ability to pay attention and inhibit distractions, manage their emotions, and to regulate their own behaviour.
Mindfulness is an evidence based, safe, cost-effective and enjoyable practice that opens children up to exploring and understanding how their own mind works and open up choice about their own behaviour.
‘In the US the Mindful Schools programme has been running for over ten years across the country bringing their brand of mindfulness into schools – Although the American system is different from ours – with more of an emphasis on development of ‘Character’ – there is much to learn from their approach – particularly in the way they approach the whole school culture. Joining their newsletter is free and will keep you up to date with their (very much larger ) organisation. And this is the best explanation of why schools need to have mindfulness we have seen ...
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What Children say about Mindfulness
Mindfulness in the Staffroom
Specific mindfulness interventions for school staff are now developing and are increasingly well evidenced. Their findings for staff echo the wider adult and workplace literature on the impacts of mindfulness. A recent paper titled ‘Evidence for Mindfulness: Impacts on the Well-being and Performance of School Staff’ concluded:
- reductions in stress, burnout and anxiety, including a reduction in days off work and feelings of task and time pressure, improved ability to manage thoughts and behaviour, an increase in coping skills, motivation, planning and problem solving, and taking more time to relax.
- better mental health including less distress, negative emotion, depression and anxiety.
- greater well-being, including life satisfaction, self-confidence, self-efficacy, self-compassion and sense of personal growth.
- increased kindness and compassion to others, including greater empathy, tolerance, forgiveness and patience, and less anger and hostility.
- better physical health, including lower blood pressure, declines in cortisol (a stress hormone) and fewer reported physical health problems.
- increased cognitive performance, including the ability to pay attention and focus, make decisions and respond flexibly to challenges.
- enhanced job performance, including better classroom management and organisation, greater ability to prioritise, to see the whole picture, to be more self-motivated and autonomous, to show greater attunement to students’ needs, and achieve more supportive relationships with them.
Mindfulness for Teachers
We offer Mindfulness training in the workplace to schools. Training takes the form of introductory taster sessions to half/ full day training to a full 6 or 8 week course. The .b foundation training is a version of the 8 week course which has been specifically designed for teachers (or other adults working with children). In a school setting this would be usually taught after school e.g. 4-5.30pm over 8 weeks and has a sound research base behind it.
It appears that mindfulness trained staff are more resilient in dealing with tasks and problems and less emotionally reactive. This translates into organisational benefits like:
- Reduced staff absenteeism and turnover
- Improved productivity
- Enhanced employee job satisfaction
Recent studies with teachers undergoing mindfulness training showed reduction in burn out and psychological symptoms versus the control that showed an increase in those symptoms.
More Evidence “BURN OUT and Mindfulness”
From : Mind Body and Brain 2014
Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy by Lisa Flook, Simon B. Goldberg, Laura Pinger, Katherine Bonus.
“ABSTRACT— Despite the crucial role of teachers in fostering children’s academic learning and social–emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (MBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout.”
Of course the cost of Teacher and Staff dissatisfaction, absenteeism, burnout, and thinking about leaving the profession should be costed into any justification of a ‘ Whole School Well-Being and Mental Health’ Strategy’.