Mindfulness in the Classroom

Mindfulness in the Classroom

As awareness of student stress and anxiety increases, mindfulness in school settings is becoming increasingly popular. According to Psychology Today, mindfulness "is a state of active, open attention on the present. When you're mindful, you carefully observe your thoughts and feelings without judging them good or bad. Instead of letting your life pass you by, mindfulness means living in the moment and awakening to your current experience, rather than dwelling on the past or anticipating the future." 

Many teachers and students at Sunset Ridge School have explored mindfulness exercises and activities to increase attention spans, calm excited bodies, and regulate emotions. Yoga, deep breathing, or short burst of exercise can be used as "brain breaks". These quick activities provide a structured pause, or time-out, from routine or intense classroom activities that allow students to reset or recharge. Many adults take mini-breaks like these, in the form of a bathroom or coffee break. 

Can this help our students?

There is a lot of support for practicing mindfulness with children. In the New York Times article, "Mindfulness for Children", David Gelles explores the benefits of mindfulness for both kids and caregivers. "Part of the reason why mindfulness is so effective for children can be explained by the way the brain develops." Gelles goes on to say, "Mindfulness, which promotes skills that are controlled in the prefrontal cortex, like focus and cognitive control, can therefore have a particular impact on the development of skills including self-regulation, judgment and patience during childhood." 

Sixth graders practice mindfulness before their first class.

At Sunset Ridge, teachers, parents, and students have been working together to manage stress and anxiety amongst students. Social-emotional learning has long been apart of the instructional culture in our district, and a large part of this focus is helping kids manage stressors with targeted strategies. 

Mindfulness seems to be an effective tool to help kids calm their minds in preparation to learn, create, and think critically. 

What does this look like at Sunset Ridge?  

Sixth graders at Sunset Ridge are encouraged to have a Mindful Morning upon entering their homeroom classes each day. After finding their seats, the homeroom students spend five minutes checking in on each other, with an activity called "Are You Above or Below the Line?", and taking a moment to still their minds and calm their bodies. This brief routine transforms a hectic arrival time, filled with slamming lockers, loud voices, and students rushing to class into a calm, supportive environment in less than two minutes.

Dawn Meziere, 6th grade teacher, brought the "Are You Above or Below the Line?" Check-In Activity to the team. Her daughters' teacher uses it to keep her students connected and focused on each other's well-being. Parker and Addie Meziere report that this routine helps the student's get to know each other and gives them a chance to share, positive stories and difficult issues, with their classmates. 

Initially, our goal was to help students settle and organize themselves before the work of the day began. [I'm switching to first person now, because I'm one of the sixth grade teachers trying out this new approach to start the day.] But what has impressed me most is the increase in overall awareness of not only the students themselves, but in each other. It's a paradox, of sorts, when someone quiets her thinking to become more aware of her individual experience, she actually becomes more aware of others around in the process. Or maybe it's simply having more attention to spare for the people around oneself?

This is where mindfulness seems to take on something bigger. The act by itself is self-fulfilling. The self-care is evident; we can all benefit from pausing for a few minutes to breath, straighten our posture, and step away from the chaos of normal life. But when we, as adults, carve out time for this kind of ritual, it makes a point to say to our students and children, "I care about you as a person. I want you to be calm, collected, and content." Because this implicit message is valued and reiterated each day, children normalize this as the way to approach each other. 

When asked what they thought of the Below/Above the Line activity, students had positive comments to share:

• "I think it's a good way to share my/other people's moods without having to say anything if you're uncomfortable."
• "It can be helpful to know if they are okay or not."
• "I like it. Since I am a pretty nosey person I like to know what other people are doing, how they're feeling, and how their life is going."
• "I think it has helped so you know who is having a great day and who is having a bad day so you know who to be more careful around."

The sixth-grade teachers are also noticing the benefits. 

Sixth-grade science teacher, Christine Keopraseuth, said, "I love it. It has made me more tuned in to what is happening outside of school with each of my students." 

We are in the business of helping kids make connections, with text, content, and, most importantly, each other.

For more information and mindfulness exercises to try at home, I recommend this TEDTalk, by children's musician and mindfulness teacher, Kira Willey.