Mindfulness Interventions in Classroom Learning Environments
The potential benefits of mindfulness – the cultivation of non-judgmental awareness and attention to the present moment – is an emerging field of inquiry for psychology and education researchers. Findings from a growing body of studies suggest that undert
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4. MINDFULNESS INTERVENTIONS IN CLASSROOM LEARNING ENVIRONMENTS
ABSTRACT
The potential benefits of mindfulness – the cultivation of non-judgmental awareness and attention to the present moment – is an emerging field of inquiry for psychology and education researchers. Findings from a growing body of studies suggest that undertaking mindfulness-based breathing for a short time each day can mediate the impact of emotions in classroom events. We focus on ways in which two teachers and their students and the researchers developed emerging understandings of mindfulness during a three-month breathing intervention. Drawing on video data of the teachers leading classroom breathing sessions and associated conversations with teachers as well as a training session, we highlight some of the challenges encountered as teachers introduced mindfulness-based breathing in classroom settings. Keywords: mindfulness, classroom learning environment, breathing meditation, emotions IMPORTANCE OF MINDFULNESS
Mindfulness – the cultivation of non-judgmental awareness and attention to the present moment – has its roots in Buddhist tradition and practice. Over the past few decades, practices promoting mindfulness have become secularized and have taken root in Western societies. More recently, mindfulness practice has attracted the interest of researchers in education where it is an emerging field of inquiry for psychology and education researchers. There is now a body of evidence that mindfulness practice can improve cognitive functioning and emotional awareness (e.g., Flook et al., 2010). In particular, studies suggest that a focus on mindful active deep breathing for a short time each day can mediate the impact of emotions in classroom events (e.g., Tobin et al., 2013). A related strand of research in an educational setting suggests that this mindfulness practice can also improve achievement (e.g., Joyce et al., 2010) although this research is more equivocal. To date there have been few studies connecting emotions to learning environments yet the emotional climate of classrooms is important to the teaching and learning of subjects such as mathematics. Recent policy developments in New Zealand are premised on the notion that wellbeing is vital for student success and schools are M. Powietrzynska & K. Tobin (Eds.), Mindfulness and Educating Citizens for Everyday Life, 59–72. © 2016 Sense Publishers. All rights reserved.
J. Higgins et al.
ethically, morally, and legally obliged to “consider, promote, balance and respond to all aspects of the student, including their physical, social, emotional, academic and spiritual needs” (ERO, 2013, p. 4). The importance of students’ emotional and social wellbeing is implicitly recognized in the New Zealand Curriculum’s stated vision (Ministry of Education, 2007) and promising research findings linking mindfulness in education with positive social, emotional, and academic benefits for students align with key competencies underpinning the curriculum (Mental Health Foundation of New Zealand, 2012). Start
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