Mindful Teaching
http://mindfulvsmindfull.weebly.com
Website Designed by
Katrina Szumlas
This website seeks to provide an introduction to mindfulness, an
overview of the scientific rationale for teaching mindfulness to
children, a review of the professional benefits of practicing
mindfulness, and specific suggestions for how to implement
mindfulness practices into elementary classrooms.
Katrina Szumlas
PSIII Intern Teacher - Our Lady of Fatima School, Calgary
2019
MINDFULNESS
The Hawn Foundation, creators of the MindUP
curriculum, define mindfulness as "a state of being in
touch with and aware of the present moment in a non-
judgemental way" (The Hawn Foundation, 2011).
In child-friendly language, mindfulness is:
1. Noticing the little things happening right now,
2. Being friendly to your thoughts and feelings and
3. Watching your thoughts and feelings come and go.
It is a simple practice, designed for everyone.
Note: Mindfulness does not belong to a religion, just as the breath we breathe does not
belong to any one of us (The Way of Mindful Education, 2014).
WHY MINDFULNESS IS NEEDED IN EDUCATION
• At the heart of the mindfulness practice is awareness, an innate quality, which is
often not taught in schools. Such skills and practices are essential for adults and
children in our rapidly changing world. Mindfulness practices compliment the
mandated curriculum and have the potential to make teaching easier, while also
raising a healthier generation of humans.
• Many students don't come to school in a condition that would allow for conducive
learning to take place. They may not have had breakfast or may have already
experienced stress or even violence (trauma). Before learning can take place,
educators need a way to attend to the students’ social emotional needs, and in
turn, teach students the tools for self-regulation and focus.
• The rates of severe mental disorders are appearing at younger and younger ages.
The Canadian Mental Health Association reports, " In any given year, one in five
people in Canada will personally experience a mental health problem or illness."
Retrieved from: https://cmha.ca/fast-facts-about-mental-
illness#targetText=In%20any%20given%20year%2C%201,some%20time%20in%20their%20lives
• The teacher drop-out rate is worse than the dropout rate for children. According to
a study conducted at the University of Calgary, 40% of new teachers in Alberta leave
the profession within the first five years. In many cases, the choice to leave was
largely due to stress. Retrieved from: https://werklund.ucalgary.ca/wse-research/home/research-
werklund/why-are-millennial-teachers-
leaving#targetText=Retaining%20teachers%20is%20an%20ongoing,teachers%20entering%20in%20in%20re
cent%20years
• The pressure placed on students to meet academic and social expectations, all
while growing up and developing a sense of self can be overwhelming.
WHAT NEUROSCIENCE SAYS
Recent neuroscience studies have begun to show
that mindfulness practices increase the synaptic
connections between the amygdala and prefrontal
cortex. The amygdala is part of the limbic system,
which is responsible for the perception of emotions
(i.e., fight, flight, freeze stress response). Whereas
the prefrontal cortex is responsible for regulation of
behaviour, thought and emotion (i.e., conscious
response). Together these parts of the brain help
individuals to regulate their emotions on a moment-
to-moment basis and select appropriate responses to
various stimuli.
Recent findings of neuroplasticity, which is the
ability for the connections in our brains to change
throughout our lives, show that our brains can
generate stronger neural connections based on
mental habits. Studies show that the way we used to
think about brain connections has changed. Before
the idea was that "you can't teach an old dog new
tricks.” Meaning that how a brain was wired was how
it stays from childhood to adulthood. However, we
now know that this is false. The brain is like a
roadway that has routes that are traveled regularly.
Current studies show that we can add new roadways
(neurological pathways) through consistency that can help develop more effective habits.
Mindfulness is key to the development of new pathways as it ensures the student’s social
emotional needs are met.
When a student is given the tools to connect to the present moment, they are more likely to
recognize and be accepting of internal experiences. Practicing mindfulness gives children the
tools to defuse from antecedents and instead choose an intentional behaviour, ultimately
decreasing challenging behaviours in the classroom.
BENEFITS FOR STUDENTS BENEFITS FOR EDUCATORS
-Manage Stress & Anxiety -Reduced Stress & Burnout
-Strengthen Cognitive Health & -Greater Efficacy in Doing Their Jobs
Attention
-More Emotionally Supportive Classrooms
-Model Compassion & Kindness
-Better Classroom Organization
-Cultivate Awareness & Balance
-Better Class Management
-Foster Empathy & Connection
-Grow Resiliency
https://www.mindfulschools.org/about-mindfulness/why-is-mindfulness-needed-in-education/
IMPLEMENTATION STRATEGIES FOR
ELEMENTARY TEACHERS
Below I provide evidence-based recommendations for how mindfulness practices can be
successfully implemented into elementary classrooms and become an effective part of daily
routines. For lesson ideas, please browse your desired grade level. Know that lessons are
not limited to the grades in which I have included them; I encourage you to browse
through other grades as well, take what you need.
USING MINDFULNESS LANGUAGE
Below you can find some basic mindfulness language that can be used in your classroom.
Mindful Body - A mindful body means that we are paying attention to the feelings inside
our bodies and aware of the environment around us. It also means that we are sitting
mindfully, with our spines straight and bodies relaxed.
Anchor Breath - The anchor breath is a calming exercise in which we are aware of the way
our breathing feels in our bodies. It is called an anchor breath because our breath is like an
anchor, to which we can return any time. Though the waves on the surface may be rough at
times, there is stillness that can be found at the bottom of the ocean. Our anchor breath
connects us to our inner calmness. Once students learn about their anchor breath, they can
utilize it whenever a stressful situation arises. During all breathing exercises, encourage
students to breathe in with their nose and out with their mouth.
MINDFUL MORNINGS
When students arrive, see if you can greet each student with
genuine attention and a sense of care. Aim to see each student
without placing them in a box created by your expectations.
Implementing morning greeting signs is one way to establish
classroom culture and strengthen relationships with students.
Teachers simply choose a few greetings that they feel would
be appropriate and enjoyed by students and post them on or
near the classroom door. The teacher or a student greeter
warmly welcomes classmates with the greeting they point to
as they enter the room. Ensuring eye contact is made and the
individual is addressed by their name.
Greeting students sets a positive tone for the day and helps
students to feel welcome and safe.
SCHEDULING MINDFUL MOMENTS (AKA MINDFUL
MINUTE)
Scheduling mindful moments throughout the day is conducive to group cohesion and will
help everyone feel safer and more attentive. The mindful moment can take many forms. It
could be a time to practice mindful breathing, listening, or movements. It could also be a
moment to sit together in silence.
A primary way MindUP is utilized within inclusive classrooms is through routinely use of
the Core Practice. The Core Practice is a short listening and breathing exercise which helps
children quiet their busy minds and get ready to learn. During the Core Practice, an
individual will strike a gentle but resonant instrument (i.e., a triangle, chimes, Tibetan
singing bowl) which creates a distinctive tone for 10-20 seconds. When the sound can no
longer be heard, students will focus on their breath. Once students have practiced this
exercise with the same resonant sound various times, their brains will begin to associate
the sound with mindful attention to the present moment. This practice is designed to be
used several times a day – especially during transition periods such as, entering the
classroom in the morning, settling down after recess, moving from one subject to the next
and to “regroup” for the end of the day. Classroom transition times are arguably some of
the most important routines of the day; and too often these numerous transitions result in
a great deal of off-task behaviours (Geffers, 2007). Consequently, time is spent re-directing
and discipling students, and less time is spent on instruction. In an effort to minimize the
amount of time spent on transitions and maximize instruction time, the core practice can
be implemented to help students get settled and ready to learn faster.
PEACE CORNER
A peace corner is a safe space somewhere within the classroom or school that supports
self-regulation. It's quiet. It's structured. It provides choice. It is most inviting if the corner
is collaboratively created with the students and is built around what they need to
experience and manage their feelings in a peaceful way that is right for them. Examples of
what may be in the peace corner are calming kits which contain things like tactile objects,
colouring supplies, lavender scented products, and/or soothing music.
The peace corner is a place where students can go when they are feeling dysregulated and
come back when they are ready to learn. It is not a place where teachers send students.
Research shows that most students go to the corner right before they would usually act out
and they typically stay for 5-10 minutes and do not use the space to skip out on
lessons (The Way of Mindful Education, 2014).
MAKING AGREEMENTS
Co-created agreements can foster a safe space
where students feel comfortable to participate and
be themselves. A common example of when
making collective agreements is appropriate is at
the beginning of a new school year.
Creating rules and expectations with students at
the beginning of a new school year is an
empowering activity that can build community and
culture. Giving students the opportunity to take
ownership over their environment shows that you
value their perspectives. Below I explain one way
that this can be done.
1. Hold a group discussion - Begin the group
discussion by talking about respect, a typical class
rule. For example, ask students why it is important to be respectful in class and, what are
ways that they can be respectful. This technique allows the teacher to guide the discussion
while students contributed to it.
2. Brainstorm in groups - Next, divide students into groups and ask them to create a web
chart. After about 10 minutes, have students share their ideas with the class. Consider
adding common themes to a Word Cloud.
3. Holding students accountable - It is important to create some kind of visual or document
to hold students accountable. In this example, the word cloud was printed and then each
student signed it (not shown in picture, FOIP violation). The class contract was then
laminated and posted in the classroom.
This type of activity invites students to co-create classroom agreements, which means they
will likely not feel as if they have to fight against the rules.
MINDFULNESS IS ALWAYS OPTIONAL
Mindfulness should always be optional. When mindfulness practices are mandatory,
students are more likely to miss out on what is being offered because they are resistant to
being told what to do. Providing students with choices means they get to decide for
themselves if it is something that is beneficial.
The opportunity to practice mindfulness should never be limited to students who have
"earned" the opportunity. Even if a child is being difficult, it is important to include them if
they wish to join. Remember, mindfulness is for everyone!
KINDERGARTEN - GRADE 2
Little children are often far better at living in the present moment than most adults.
Although they are experts at riding the waves of the present moment, they often don't have
the skills to ride with non-reactivity. Mindfulness practices can help children at this age
with self-regulation skills as well as developing empathic abilities to understand what is
happening inside of others’ minds.
Implementation:
At this age, mindfulness lessons can last from 10 to 30 minutes.
Usually a concept is presented and then there is a short practice.
ALPHABREATHS
Description: Alphabreaths is a book by Christopher Willard
and Daniel Rechtschaffen that engages children in basic
mindfulness practices through playful breathing
exercises. The practice begins with fun external movements,
and by the end, the children are focusing deeply inside of
their own bodies, paying attention to the subtle movement of
their breath. To conduct this activity, a leader reads a short
script aloud and the children follow along with their breath
and bodies.
When to implement: Before doing lessons that require
attention; As a movement break.
Extensions: Students can draw their favourite Alphabreath;
Challenge students to think of some other movements where
they could practice breathing in and out (i.e., Spider-Man
breaths or Kung Fu Panda breaths).
COSMIC KIDS
Description: Jaime Amor guides children through
yoga, mindfulness and relaxation practices on
the Cosmic Kids YouTube Channel. Be the Pond is a
short mindfulness video for children. Using kid-
friendly language, Jaime explains that we are
separate from our feelings. They come and go - and
we observe them- without getting swept away by
them. In the video, our mind is compared to a pond
full of fish. If we remember to "Be the Pond" we'll let those feelings just swim by. In order to
utilize this activity, please visit the Cosmic Kids YouTube Channel or App.
When to implement: When children need help managing difficult emotions.
Extensions: Discussion starters: How do you feel when you are [happy]?, When you are
[angry], what colour do you think that fish would be?, What does it mean to "Be the Pond?";
Have children draw a pond with fish representing the different emotions they feel.
GLITTER BOTTLES
Description: Glitter Bottles are often used by occupational
therapists to help children self-regulate and melt away the
troubles that are causing big emotions. Watching the glitter
swirl to the bottom of the bottle gives children time to calm
down and regain control. This is a useful mindfulness tool
for at school and at home. Children simply shake the bottle
and watch as the glitter settles to the bottom. Please note
that a plastic bottle should be used in the classroom.
When to implement: When children are experiencing big
emotions and worries.
Extensions: Use as a timer; Use for sensory needs.
Please see directions for how to make glitter bottles below.
Resource acquired from the Wellness Champions PD
session, October 2019.
"I AM" SERIES BY SUSAN VERDE
Description: The children's book series "I am ..." by Susan Verde, is a gentle way to teach
children how to express emotions through speech, demonstrate empathy, and find stillness
in the present moment. Verde's calm narratives, along with Peter H. Reynolds' water colour
illustrations, helps children begin to understand mindfulness in a kid-friendly way.
When to implement:
I am Peace - To introduce mindfulness and a few mindfulness practices.
I am Love - To teach kindness and compassion.
I am Human - To teach children that they have the ability to choose their thoughts and
actions.
I am Yoga - To introduce yoga and show students how it can transform our bodies and
minds.
Extensions:
I am Peace - Students can reflect on the following questions: "I lose my peace when...", "To
find my peace I can..." and "I am peaceful when...". There is also a guided meditation at the
back of this book which you may choose to read to students.
I am Love - Students can practice being kind and compassionate by spreading encouraging
messages throughout the school. Please see attachment online.
I am Human - Lead a discussion about a few short quotes from the book, asking students to
share examples. For example, "I am unique," "I can say, I'm sorry," "I can choose to listen,"
and/or "I act with compassion."
I am Yoga - Throughout the book, the main character practices 16 poses. At the back of the
book, there are detailed instructions for each pose. Once students have tried the poses, they
can draw themselves doing a pose and write their own affirmations like in the book (i.e., I
am kind. I can help my classmates.).
BREATHING BUDDIES
Description: Breathing Buddies is a mindful breathing
exercise designed to help children feel calmer and more
focussed. The exercise itself takes less than five minutes
and introduces children to awareness of breath. In this
activity, children will find a spot in the room where they
can lie down and place a small stuffed animal on their
belly. Through the use of a script (can be read by a leader
or played online), children are guided to stretch their
bodies, and then practice taking steady inhales and
exhales, watching the animal slowly rise as the belly fills
with air and fall as the breath is let go. You will need one
stuffed animal per child to do this activity. I have provided
some sample scripts below which you may choose to use.
Sample scripts can be found by visiting the following
site: https://breathing-buddies.org/
When to implement: When children need to pay
attention; When children need to manage their emotions.
GRADES 3-5
Children at this age are still in an intrinsic state of wonder and creativity. Although they
retain a sense of imagination and enthusiasm, their rationale minds are quickly developing.
This is seen when they report emotions and awareness of internal experiences, their
statements are much more reliable than those of younger children. Mindfulness practices
seek to broaden self-awareness while helping children maintain their creative wonder. It is
important to note that with the evolution of self-awareness can come self-criticism and
insecurities. Simply offering children gentle, supportive attention is all that is needed.
Implementation:
At this age, mindfulness lessons can last from 10 to 45 minutes.
Best practices utilize a council dialogue or another type of reflection method.
MEDITATION
Description: Meditation is a practice where an
individual uses a technique, like mindfulness, to
train awareness and achieve a state of peace.
Meditating even only a few minutes a day can
reduce stress, boost the immune system, improve
memory and concentration, decrease anxiety and
depression, and evoke feelings of compassion.
Guided meditations can be found easily and
readily online, websites such as Spotify, Apple
Music, and YouTube are all sufficient resources. A
search can be refined by looking for specific
intentions like "relaxation" or "loving kindness
and forgiveness." Some guided meditations I
would recommend are by: Sada, New Horizon
Centre, Headspace, and The Daily Meditation
Podcast (http://apple.co/2fUzkRW). During
guided meditations, students get the opportunity
to practice imagery, breathing techniques, and/or
mental mantras. All while enjoying the silence
and stillness.
At Our Lady of Fatima School, students enrolled in Wellness (CTF class) had the opportunity
to go to the Sensory Room and listen to a guided meditation. Upon leaving the space, most
students reported that they felt a sense of relaxation and calmness and were focussed and
ready to learn.
When to implement: Early in the day; When students need to settle after transitions.
Extensions: Students can write a journal reflection about the meditation and how it made
them feel and any connections they made; Students can draw a picture of what they
visualized throughout the meditation.
BREATHING STICKS
Description: Breathing Sticks are
used to reinforce the self-regulating
power of breath. In this activity, all the
beads start at one end of the pipe
cleaner. Invite students to breathe in
as they slowly move one bead to the
other end of the pipe cleaner,
coordinating movement and breath.
On the exhale, move another bead
across the pipe cleaner. Repeat this
pattern for the remaining beads, and if
it's going well, students can move the
beads back, one by one, to the
beginning.
When to implement: When students need a way to control stress or anxiety; When
students need to regulate their emotions and behaviours to allow learning to take place.
Extensions: Have students make their own breathing sticks. Please see attached file for
instructions (online).
ADULT COLOURING
Description: Preliminary studies have shown
that adult colouring can significantly reduce,
tension, and anxiety. This mindfulness practice
is known as a meditative form of art therapy
because it allows individuals to clear their
mind and enter a state of deep relaxation.
Encourage students to try not to make any
judgements about their colouring or artwork.
But to just let it happen. If they feel like they
have made a mistake, breathe and move on.
Colouring is beneficial for students and
relatively easy to conduct. Below I have listed
a few sites that provide free adult colouring
sheets, in varying levels of complexity.
1. http://www.supercoloring.com/coloring-pages/arts-culture/mandala/simple-mandalas
2. http://www.supercoloring.com/coloring-pages/arts-culture/mandala
3. http://www.coloring-book.info/coloring/coloring_page.php?id=209
When to implement: As a free time, activity; As a choice at the peace corner.
YOGA
Description: Yoga is a way for people to relax,
destress, and focus on their body in the present
moment. Practicing yoga may be challenging for
some, it is important to encourage students to do the
best they can with where they are at. If a pose is
painful, the student may rest in Child's Pose
(kneeling with big toes touching and knees apart,
forehead resting onto the floor, and arms stretched
straight in front of you) or downward dog (body
forming an inverted V, with fingers spread wide and heels pressed against the floor) until
the next pose. If you aren't comfortable leading the class through yoga, but still wish to
bring the practice into your classroom, there are various online YouTube Channels devoted
to beginner’s yoga. As mentioned in the K-2 section, Cosmic Kids Yoga with Jaime Amor is
an awesome resource. As well as, Yoga with Adriane, which is attached (online).
When to implement: As a movement break.
Extensions: Have students create and name their own yoga pose; Have students make a
yoga routine.
MINDFULNESS ACTIVITY CARDS
Description:
• Mindful Kids 50 Mindfulness Activities for Kindness Focus
and Calm by Whitney Stewart and Mina Braun: This card
deck includes creative mindfulness exercises,
visualizations and games, which are divided into
5 categories to help children. The categories are as
follows, Start Your Day, Find Calm, Focus, Open Your
Heart, and Rest and Relax. The cards have beautiful
coloured illustrations on both sides and the practices are
broken down into simple steps. Activities are geared
towards Division 1.
• Mindful Games Activity Cards by Susan Kaiser Greenland
with Annaka Harris: This card deck is very similar to the
first, the primary difference being the age level; It is geared towards Division 2 and
onwards. Activities are focused around teaching 6 life skills: quieting, seeing,
reframing, caring, connecting, and at the heart, focusing. Developing a child's ability
to focus will inherently support the other five skills. Cards include breathing games
that develop concentration; visualization games for kindness and focus; analytical
games that foster clear thinking; and awareness games that give children insight
into oneself, others, and relationships.
When to implement: During Health class; At the peace corner.
Extensions: Both card decks contain extension activities listed on the individual cards.
GRADES 6+
For children in this age category, mindfulness practices are primarily used to defuse stressors,
support one's inner voice, and develop impulse control. Most students at this age are
experiencing the turbulent world of inner and outer transformation. Their bodies, minds, and
relationships are changing drastically. At this stage, students often begin to observe the world
around them and themselves closely, wondering who they are and where they belong. This can
evoke feelings of insecurity and anxiety.
Implementation:
For sixth-grade students, mindfulness lessons can last from 30 minutes to an hour.
Lessons are taught with explanations of their benefits and students understand the real-life
applications.
BREATHE BOARDS
Description: Breathe boards help students focus on their breathing. Slow breathing helps
reduce feelings of stress and evokes a sense of calm. A Breathe Board is a picture that
students follow with their finger as they inhale and exhale. Eventually students may be able
to visualize the breathe board to help them gain control of their breathing without
physically needing it. Some students may wish to have it taped to the top of their
desk. When students are given strategies to help them focus on their breath, they are more
likely to be able to get refocused and recharged. This is especially true in grade 6 with the
stress of government exams.
When to implement: Before doing lessons that require attention; Before exams and
Provincial Achievement Tests.
Extensions: During the hold portions of the breath (when students lungs are full), ask
students to think of something they are thankful for.
WISHING OURSELVES AND OTHERS WELL
Description: Taking time to wish
ourselves and others well can be a
powerful tool for achieving peace
of mind. Between worrying about
our daily tasks and the
uncertainty of the future, it is not
uncommon for us to be impatient
and frustrated with those around
us. The same is true with our
students. However, we can choose
not to engage with these thoughts
and behaviours, instead
consciously wishing ourselves and
others kind messages. It is not
necessary to imagine the person
receiving these heartful phrases;
the aim is to cultivate generosity
and goodwill within ourselves. In
the book, The Way of Mindful
Education, Daniel Rechtschaffen suggests some kind words we may say to ourselves: "May I
be happy." "May I be healthy." "May I be safe." "May I be at peace." Simply change the
statement to say "you" when sending these wishes to others. During this activity, students
listened to a meditation script from Rechtschaffen's book; However, I have attached a free
online meditation that would also work. After students had the opportunity to quietly wish
themselves and others well, they created Random Acts of Kindness Cards, using sharpies
and watercolour paint, to be taped on the walls around the school. The project was inspired
by Dominee from blessingmanifesting.com/. This activity engages students in the creative
processes of art as a form of relaxation and therapy.
When to implement: World Kindness Day; Cross-Curricular Art and Health project.
Extensions: Ask students to journal about what other kind wishes they have for
themselves or others; Ask students to send kind wishes to someone who annoys them.
MEDITATION AND JOURNALING
Description: Combining meditation with journaling allows children to acknowledge their
thoughts and feelings in a non-judgemental way, quietly write about them, and then move
forward. For sixth grade students, the teacher may choose to do a meditation followed by a
quote or a writing prompt for the students’ journal entry. In this activity, the teacher
chooses a lesson topic (i.e., embodiment, loving-kindness, catholic meditations, etc.), and
begins the lesson with an applicable meditation. After the meditation, the teacher can share
a quote or a writing prompt to spark discussion. For example, when teaching an
embodiment lesson, the teacher may choose to listen to a YouTube meditation, then share
the quote "Take care of your body. It's the only place you have to live." by Jim Rohn. This
quote relates to the script and would open up rich discussion about the experience of
having a human body and the importance of taking care of it. It is a topic that all students
can identify with and write about.
When to implement: During Health or ELA (cross-
curricular); After transition periods, like first thing in the
morning or after lunch.
Extensions: Play a short 2-minute meditation after a
transition period and encourage students to take a few
minutes each day to journal about their present thoughts
and feelings.
TEACHING NEUROSCIENCE
Description: Sixth grade students are often interested in
the benefits and real-life applications of learning.
Neuroscience research has linked regular mindfulness
practice to changes in parts of the brain. Some evidence
even suggests that mindfulness can affect the production
of chemicals that control our mood. The MindUP
curriculum supports teachers with readily available
lesson plans for teaching mindfulness and neuroscience
in the classroom. The MindUP curriculum emerged from vast amounts of neuroscience
research. The underlying theoretical principles suggest that by beginning each lesson with
background information on a specific area of the brain, followed by an activity that
provides children with concrete examples of how their brain functions, will naturally make
students more observant of their own learning process. By enabling students to pay more
attention to their own thoughts and feelings in the present moment, it allows them to make
better decisions rather than be ruled by emotions. Take lesson 2: Mindful Awareness for
example. In this lesson, students learn about the amygdala and its role, which is to
determine emotional responses as either pleasurable or threatening. If an experience is
deemed pleasurable it goes on to the prefrontal cortex, where it is analyzed before it is
responded to. However, when an experience is deemed threatening, it becomes blocked by
the amygdala and instead causes a reflexive reaction: fight, flight or freeze. If students can
learn the skills to consciously process sensory input, then it will allow more time between
the input and response. This gives the prefrontal cortex time to mindfully analyze
information, thus allowing the student to choose a positive course of action. An example is
teaching students to use the acronym S.T.O.P. when they are angry. S- Stop what you are
doing, T-Take a few deep breaths, O-Observe your thoughts and emotions and P-Proceed in
a positive way (Goldstein, E. (2013, May 23). Stressing Out? S.T.O.P. Retrieved from:
https://www.mindful.org/stressing-out-stop/).
When to implement: As a part of
health lessons; As a precursor to a
stress inducing situation; Daily as an
opportunity to ready the students for
learning.
REFERENCES
Below I provide evidence-based resources to foster personal growth, as well as guide the
implementation process.
All resources listed have contributed to my personal growth and the completion of this project.
CURRICULUMS
The MindUP Curriculum
The Hawn Foundation. (2011). The MindUP Curriculum Grades Pre-K-2: Brain-Focused
Strategies for Learning – and Living. USA: Scholastic.
The Hawn Foundation. (2011). The MindUP Curriculum Grades 3-5: Brain-Focused
Strategies for Learning – and Living. USA: Scholastic.
The Hawn Foundation. (2011). The MindUP Curriculum Grades 6-8: Brain-Focused
Strategies for Learning – and Living. USA: Scholastic.
Mindful Schools
Mindful Schools. (2019). What is mindfulness? Retrieved from:
https://www.mindfulschools.org/
Mindfulness in Schools Project (.b curriculum)
Mindfulness in Schools Project. (n.d.). .b Curriculum (ages 8-11). Retrieved from:
https://mindfulnessinschools.org/teach-dot-b/dot-b-curriculum/
Mindfulness Without Borders
Mindfulness Without Borders. (n.d.). COMPASSION EDUCATION FOR A BETTER
WORLD. Retrieved from:
https://mindfulnesswithoutborders.org/
The Mind Body Awareness Project
Mind Body Awareness Project. (n.d.). MINDFULNESS AND LIFE SKILLS FOR AT-RISK
YOUTH. Retrieved from:
https://www.mbaproject.org/
Holistic Life Foundation
Holistic Life Foundation. (n.d.). EMPOWERING COMMUNITIES THROUGH YOGA,
MINDFULNESS & SELF-CARE PRACTICES.
Retrieved from: https://hlfinc.org/
LITERATURE
Mindfulness in the Classroom
Armstrong, T. 2019. Mindfulness in the Classroom: Strategies for Promoting Concentration,
Compassion, and Calm. Alexandria, VA: ASCD.
Brain Science for Principals
Lyman, L. L. 2016. Brain Science for Principals: What School Leaders Need to Know.
Maryland, USA: Rowman & Littlefield.
The Way of Mindful Education
Rechtschaffen, D. 2014. The Way of Mindful Education: Cultivating Well-Being in Teachers
and Students.
New York, NY: W. W. Norton & Company, Inc.
