WELLBEING
The disruptive effects of mind-wandering have a clear impact not only on the working memory capacity but also attention , perceptual nuance and taskfocus ( McLean et al , 2010 ; Tang et al , 2007 ). As teachers we may often tell our students to pay attention , but do we necessarily teach them about how this can be better achieved . Whilst the effects of this are measurable in academic terms I wanted to explore whether the disruptive impact of mind-wandering could also impact on mood . Research by Mrzak et al ( 2013 ) certainly suggests that this is the case and numerous studies demonstrate that mindfulness reduces negativity , stress and anxiety ( Broderick & Metz , 2009 ; Elder et al , 2011 ; Kuyken et al ( 2013 ). A significant amount of research has shown that one ’ s personal beliefs about their ability and their cognitive capacity can affect their academic success ; that this mindset can be restricted by beliefs that ability is fixed or genetically determined ( Chiu , Hong & Dweck , 1997 ; Dweck , Chiu & Hong , 1995 ). Growth mindset is the belief that we can determine our own potential and can develop this – that it is not fixed but flexible . ( Dweck , 2006 ; Dweck , 1995 ). There is evidence to suggest that teenagers may find mindfulness training particularly helpful because they have strong metacognitive skills ( Mrazek et al , 2019 ).
In the research of Mrazek et al ( 2019 ) lessons were presented to teach anchoring , focusing and releasing . Anchoring was defined as deciding where you focus , and focusing was defined as directing your attention to a specific thing . Releasing was defined as letting something go by not giving it any more attention . In the teaching of anchoring , focusing and releasing , students have the best foundations for a growth mindset , Mrazek argues , due to their motivation to train this ability .
With the current global rates of mental illness I wanted to further the depth of my research , looking at neurological studies of anatomical MRI images to establish and understand more about the difference in grey-matter morphometry between meditators and non-meditators . Changes in the hippocampus and insula are significant in regard to learning , memory , emotion and awareness . These neurological changes must be objectively measurable rather than recording a subjective sense of wellbeing , perceived stress or anxiety . Notably , major depression and post-traumatic stress disorder ( PTSD ) are associated with decreased density or volume of the hippocampus , involved in the modulation of cortisol arousal and responsiveness ( Newberg & Iversen , 2003 ).
Without going into too much scientific detail , during an 8-week period of mindfulness-based stress reduction ( MBSR ), fMRI scans measuring and mapping the brains activity showed increased gray matter concentration .
Reading about the nerophinephrine system and neuroplasticity highlights the very real changes that can be made to regions of the brain through focused attention practice – such as one would experience in sport of learning a musical instrument . Through being given the right tools to train to slow and focus the attention , repetition of this can lead to it positively affecting well-being , with scientific and grey-matter morphological evidence that it relates to parts of the brain associated with mental health .
In addition to clinical interventions , MBSR training developed by Kabat-Zinn ( 1990 ) has attracted a great deal of attention in education with schools investigating the potential advantages to students both in terms of their attention regulation , and their well-being . Evidence from studies , specifically the Penn Resiliency Program in America and Strath Haven Positive Psychology Project , Australia , highlight increased engagement in school and student enjoyment , with a positive psychology program which improved curiosity , creativity and a desire to learn ( Seligman , 2011 ). Significantly empathy , cooperation , assertiveness and self-control were all notably improved in those who completed the Penn Resiliency Program , as were health-related behaviours with fewer visits to a GP , or symptoms of illness and better exercise practice . It was documented in meta-analysis that both at the time and up to two years later , those who took the program showed increased optimism , reduced anxiety and depression .
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