Mindfulness, self-regulation and the school playground
With a keen interest in the positive effects of mindfulness practice, particularly in schools, for my MA research thesis I investigated the impact of mindfulness on self-regulation in open, social situations at LCIS by gathering teachers’ insights of playground observations during their regular playtime supervision duties.
This study involved the Primary Year 6 children completing an 8-week ‘Paws B’ Mindfulness course during the Summer Term. They were observed by staff playing, socialising and engaging with each other during their regular playtimes, before and after the programme. Teachers were then interviewed individually about their observations.
The findings suggest that these children benefited from positive changes in attitude and behaviour, with an associated reduction in the need for adult intervention, during their free play. This was particularly noticeable in children who were recognized to have low trait self-control, poor self-regulation and limited social competence.
All the teachers perceived a positive impact from the implementation of the mindfulness programme across the year group, which led to a tangible reduction in the need for adult intervention.
One of the most significant findings, following completion of the mindfulness course, was evidence that the greatest positive change was apparent in the children who had previously been the most disruptive and who had shown the highest tendency to engage in antisocial behaviour. This suggests that those children with low trait self-control respond particularly well to the mindfulness intervention.
Generally speaking, Year 6 cohorts are often observed to be particularly fractious in the last term of their Primary schooling, as they anticipate their move to Secondary school. Yet it was also interesting to observe the general behaviour of these children was notably calmer and more prosocial than children in previous years at LCIS. Many teachers noted how the children were less reactive to various, potentially-charged provocations and were pleasantly surprised to observe this prosocial behaviour and self-control particularly given how these oldest primary children are often more irritable at this time of the year.
Teachers also remarked on how the children were more inclusive, with many playing more constructively with peers. Staff identified fewer antisocial physical and non-physical incidents and noted how the children engaging constructively with younger children and embracing the prefect role. There was also greater overall maturity and tolerance as the year group assumed and carried out their prefect role.