WELLBEING
The neuroscience of directed attention in education
Emma Delpech , Art teacher
A review of the neurological basis on which we should promote directed attention and teach mindfulness and stress management in education .
Introduction
Professionally I am an art teacher but I have always been interested in evidence for approaching the education of students in ways that will support their mental wellness . With an important role in pastoral care , I decided to further my research around the neurological evidence to support mindfulness as a means to promote cognitive and emotional growth . I attended a neuroscience of mindfulness lecture with Dr Elena Antonova ( Brunel University ) in which we explored anti-correlated brain networks , emotional reactivity vs emotion regulation , neural dynamics of practice , neuroplasticity , hippocampal neurogenesis and understanding fMRI brain activity scan results . I also undertook mindfulness training and Yale ’ s Science of Wellbeing course , and have reviewed some of the important literature in this area .
Background
Mental wellness is not simply the absence of mental illness . In the past two decades particularly mental well-being has been a key focus in education . It is documented that 50 % of mental health problems are established by the age of 14 and 75 % by the age of 24 ( Kessler et al , 2005 ). Fifty years ago the average first onset of depression was around 30 , now it is below 15 ( Seligman , 2011 ). With arguably and measurably improved wealth , purchasing power , women ’ s rights , equality , entertainment and global connectivity , happiness has not followed a similar trajectory . It therefore falls on education to approach the topic of mental wellness provision with urgency , careful consideration and intention to ease suffering , support all , and ensure that mental health services are appropriate . Ultimately schools need to take a serious role in identifying needs , building support networks , and combating tendencies towards self-harm , depression , anxiety , alcohol and drug misuse , and suicide . Public Health England is committed to understanding evidence from published literature to determine which approaches are effective , with interventions categorised into preventing behavioural problems ; preventing emotional problems ; promoting resilience ; or promoting subjective wellbeing ’( Public Health England , 2019 ). Critically it is important that schools understand how best to approach and implement mental health strategies with proven success .
Mindfulness and Directed Attention
There is much misunderstanding of the term mindfulness . Possibly the most widespread is that it requires a quiet mind , which is certainly not the case . Some feel its value is not always recorded with methodological rigour and strong theoretical foundation . But when considered as clear focus and directed attention , the absence of this being mind-wandering , there is clear evidence in observational studies in laboratory settings . Directed attention is not the same as critical thinking and following instructions , which may be typically regarded as positive teaching methods . The aim of teaching mindfulness in education is to develop students ’ ability to foster a growth mindset , to learn about the brain and how to maintain directed attention like a spotlight on your chosen focal point , or anchor ( Mrazek , 2017 ). Moreover to move away from seeing our thoughts as true and permanent , with the actual nature of thoughts largely being ephemeral , inaccurate and unfixed . These are not lessons that can be learned via a single lecture . They are skills to be developed over time , with encouragement , support , engaging with specialists in the field , and maintaining a schedule of practice until it becomes ingrained .
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