Alison Piguet
Head of Primary
La CĂ´te International School
university.nae.school
Conclusion
Mindfulness has the potential to encourage constructive, positive actions and choices which reflect a growing maturity and pro-sociability (Gueldner & Feuerborn, 2016*). Schools and their teachers are well placed to establish ways to support children in developing their capacities to self-regulate, especially with those who have poor trait self-control. Self-regulation and self-control are critical for emotional stability and wellbeing, and are predictors of effective social skills, positive interpersonal relationships and behavioural restraint. Educational organisations can and must reach out to children at all stages of their development to support them socially and emotionally, and in so doing, academically. Integrating mindfulness practice into our schools is both responsible and forward-thinking in meeting our students’ needs now and in their impending years.
I would really like to hear from teachers who have introduced mindfulness practice and other contemplative science strategies in their schools to support their students in similar ways so that we can exchange anecdotes, good practice and outcomes.
* Gueldner, B. and Feuerborn, L. L. (2016) Integrating mindfulness-based practices into social
and emotional learning: A case application. Mindfulness. 7(1) pp. 164-175.
To find out more you can read Alison's full article here