Coming Into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School

Abstract

This narrative inquiry explores personal and professional stories of two educators, nurtured and supported by their school leadership, in a rural school setting, who have had diverse experiences with the contemplative practice of mindfulness. Our research primarily focused on the following wonders: How does the experience of mindfulness practice shift teacher identity and awareness, and the quality of time educators spend with children and youth? As educators, how can the practice of mindfulness expand our experience of listening, loving kindness, and compassion within educational spaces? We explore how their unique experiences of mindfulness are woven into the fabric of their school and a mindful pedagogy.

Pedagogy for trauma sensitive children

“…Mindfulness practice in the classroom produced a shift in teachers' perceptions of trauma sensitive children and teaching overall (Haines et al, 2017). Teachers experienced less stress as they practiced self-care, were proactive instead of reactive, and developed a calm mindset to teach with compassion and empathy (Kavia & Murphy, 2021).…”

“…Through mindfulness, there was a positive shift in teacher identity, self-awareness, and quality relationships. Mindfulness provided a means for creating a positive school culture (Kavia & Murphy, 2021).…”

“…Professional development was needed to support teachers and develop trauma-informed practices (Stokes, 2022). Mindfulness training was recommended not only for teachers but for all school staff and leadership (Brion, 2012;Haines, 2017;Kavia & Murphy, 2021;Kaoun, 2019;Meyer & Eklund, 2000). It also should become a part of pre-service training (Kavia & Murphy, 2021).…”

“…Mindfulness training was recommended not only for teachers but for all school staff and leadership (Brion, 2012;Haines, 2017;Kavia & Murphy, 2021;Kaoun, 2019;Meyer & Eklund, 2000). It also should become a part of pre-service training (Kavia & Murphy, 2021). The overarching goal should be focused on creating a systemic mindfulness culture at the school level instead of solely individual classrooms (Meyer & Eklund, 2020).…”

“…The importance of self-regulation was another key finding. It was understood that selfregulation needed to be explicitly taught and that mindfulness was an effective intervention (Capel, 2012;Costello, 2014;Haines, 2017;Kaoun, 2019;Kavia, 2021;Meyer, 2020).…”