Mindful moments

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Mindful moments

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This blog was originally published in 2021 as Mindfulness for the School Environment, it has since been reviewed, updated and re-published as Mindful Moments. Last reviewed October 2024 by the Komodo Psychology Team.

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Schools are where our children spend a significant portion of their formative years, making them natural hubs for fostering emotional and social growth. Simply put, schools become the main environments where young people develop, are exposed to, and practise the social and emotional skills needed to become resilient and thrive.  Given the amount of time spent at school, teachers and support staff are in a perfect position to implement strategies that enhance student wellbeing and can serve as early intervention and prevention for mental health.  One of the most effective and efficient ways schools can do this is through teaching mindfulness. 

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How do you do mindfulness?

Marsha Linehan created Dialectical behaviour therapy (DBT)  in 1993. Linehan realised that the Cognitive Behaviour therapies at the time were not meeting the needs of the clients she was working with. She looked to both Western and Eastern therapies and created a therapy that was a modified type of cognitive behaviour therapy (CBT). DBT’s main goals are to teach people how to live in the moment, develop healthy ways to cope with stress, regulate their emotions, and improve their relationships with others. Linehan created the what and how skills of mindfulness as a way of learning how to achieve these goals.

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THE 'WHAT SKILLS'

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So, what do we do? As the name suggests, what skills would imply these are what we do to be mindful.

‍Step 1: We observe - to observe mindfully is simply to notice or observe things either inside or outside of ourselves without words. Simply put this is wordless watching. It encourages awareness of thoughts, feelings, and sensations as they arise in the present moment.

Step 2: We describe - put words on our observations. We can’t describe something we haven’t first observed. Stick to the facts, without judgements or opinions. Wordful watching. It fosters the ability to articulate one's experiences and communicate them effectively to others, promoting greater self-awareness and communication.

Step 3: We participate - to participate mindfully is to completely engage in an activity without self consciousness. An example of this is to be found in those who play instruments, artists or in sport when they find “flow” of mind and body alignment and are 100% in the moment. 

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THE 'HOW SKILLS'

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The how skills are exactly that, how we observe, describe and participate. Unlike the what skills, the how skills are practiced all at once.
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Step 1: Do one thing at a time - Do one thing at a time - the opposite of multitasking. This is all about focusing on doing one thing at a time with full attention and awareness. 

Step 2: Let go of judgements - Let go of judgements - to observe, describe or participate non judgmentally means just that, not to judge. Judgements tend to fuel the intensity of emotions, so the more judgemental thinking the more intense the emotions are likely to be. It encourages acknowledging thoughts and feelings without labelling them as good or bad, right or wrong.

Step 3: Be effective - Do what works- don’t let emotions control your behaviour. Act as skilfully as you can to achieve your goals. This encourages students to act in ways that align with their goals and values, even when challenging emotions or distractions are present.

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Why bother?

Studies consistently highlight the positive effects of mindfulness interventions in educational settings. Mindfulness has been associated with reduced stress levels, improved mental health by reducing symptoms of anxiety and depression, and enhanced emotional regulation. The research also highlights the reduction in problematic externalising behaviours and, perhaps most importantly, a heightened sense of overall wellbeing and life satisfaction.

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Mindfulness has also been shown to enhance learning and academic engagement. By teaching students to focus their attention and engage in deep, thoughtful reflection, they are better equipped to absorb and retain information. This enhanced concentration not only aids academic achievement but also fosters critical thinking and problem-solving skills. Mindful students are more in tune with their own learning process, which can lead to greater self-awareness and motivation. In essence, mindfulness complements the traditional educational framework by helping students make the most of their academic experiences.

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Incorporating mindful moments into the school day does not need to be a complicated process. One of the powerful aspects of mindfulness in schools is its adaptability to various age groups and educational settings. Whether we look at primary/elementary school, middle school, or high school, the benefits of mindfulness remain relevant. It can be woven into the daily fabric of the school day in a manner that suits the developmental stage of the students.

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Mindful moments

By incorporating mindful moments into the school day, we give our students the tools to navigate the complex emotions, stressors, and challenges they encounter, helping them develop emotional intelligence and resilience.

For young children in primary and elementary school, mindful moments can be introduced through engaging and interactive exercises that capture their imagination. The key is to make mindfulness enjoyable and not overly structured for young children. Over time, these activities can help students develop self-awareness, emotional regulation, and a greater capacity for focusing on the present moment.

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• Mindful colouring: Encourage students to colour mindfully by paying close attention to the colour, shapes, and movements of their hands. Discuss the experience after they finish colouring.
• Mindful minute: Before transition to next activity, pause and think of two things you did well or enjoyed 
• Body Scan: Have students sit or lie down comfortably. Ask them to close their eyes and focus on each part of their body, from their toes to their head, one by one. Encourage them to notice any tension and relax those areas.
• Emotion Balloons: Provide students with drawings of balloons. Ask them to write or draw their current emotions inside each balloon. This helps kids connect with their feelings and develop emotional awareness.
• Mindful Glitter Jar: Fill a clear jar with water and add glitter. Have students shake the jar and then watch the glitter slowly settle to the bottom. Encourage them to take deep breaths as they watch the glitter settle, helping them calm their minds and bodies.

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In middle and high school, where academic pressures and social dynamics become more complex, the significance of mindfulness amplifies. We can weave more developmentally specific exercises such as 

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• ‍Belly breathing ; Have students lie on their backs or sit reclined so they can breath deep into the belly whilst trying to keep their chest still. ‍
• Mindful eating: During snack time, ask students to eat mindfully. Encourage them to savour the taste, texture, and smell of their food. This can be done with a single raisin, piece of fruit, or a small snack.‍
• Mindful listening: Take students outside and ask them to listen carefully to the sounds around them. You can enhance this by also closing your eyes. Afterward, discuss what they heard. ‍
• Gratitude practice: Have students keep a simple journal where they write or draw one thing they are grateful for each day. This encourages a positive outlook and reflection on positive experiences.‍
• Five Senses Check-In: Guide students through a "five senses" exercise. Ask them to identify five things they can see, four things they can touch, three things they can hear, two things they can smell, and one thing they can taste (or something they remember tasting).

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Mindful moments can serve as a powerful antidote to the modern epidemic of stress and distraction that can negatively impact young minds and student wellbeing. By integrating mindfulness practices into the school routine, parents and educators can create an environment that supports emotional regulation and psychological wellbeing. The simplest of tasks can be turned into a Mindfulness activity if we consider the what and how skills. Teachers and support staff have opportunities in each class to take a mindful moment to help ground and anchor students to the present moment. 

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‍What will be your mindful moment today?

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Check out these free resources for your classroom to introduce mindful practices in your daily teaching!

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References 

Lavy, S., & Berkovich-Ohana, A. (2020). From teachers’ mindfulness to students’ thriving: the Mindful Self in School Relationships (MSSR) model. Mindfulness, 11, 2258-2273.

Weare, K. (2019). Mindfulness and contemplative approaches in education. Current opinion in psychology, 28, 321-326.

Currie, H. N. (2020). Mindful well-being and learning. Journal of Chemical Education, 97(9), 2393-2396.

Kenwright, D., McLaughlin, T., & Hansen, S. (2023). Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour. International Journal of Inclusive Education, 27(6), 739-754.

Nguyen, D., Kleeman, N. J., Yager, Z., Parker, A. G., Shean, M. B., Jefferies, W., ... & Pascoe, M. C. (2022). Identifying barriers and facilitators to implementing mindfulness‐based programmes into schools: A mixed methods study. Applied Psychology: Health and Well‐Being, 14(4), 1172-1188.

Norton, K. R., & Griffith, G. M. (2020). The impact of delivering mindfulness-based programmes in schools: A qualitative study. Journal of Child and Family Studies, 29, 2623-2636.

Bernay, R., Graham, E., Devcich, D. A., Rix, G., & Rubie-Davies, C. M. (2016). Pause, breathe, smile: A mixed-methods study of student well-being following participation in an eight-week, locally developed mindfulness program in three New Zealand schools. Advances in School Mental Health Promotion, 9(2), 90-106.

John Lothes, I. I., Mochrie, K., Wilson, M., & Hakan, R. (2021). The effect of dbt-informed mindfulness skills (what and how skills) and mindfulness-based stress reduction practices on test anxiety in college students: A mixed design study. Current Psychology, 40, 2764-2777.

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