Connection of a different kind: Teachers teaching mindfulness with children

Mindfulness in Schools Research Project: Exploring Students’ Perspectives of Mindfulness—What are students’ perspectives of learning mindfulness practices at school?

“…There is estimated to be at least 30 different mindfulness programs for children around the world (Albrecht, 2015). In a text analysis of programs that included hard-copy books, substantial differences were found in the types of activities presented (Albrecht, 2015). This reflects the myriad of ways mindfulness can be experienced, integrated and applied to daily life (Snel, 2013).…”

“…Mindfulness practices presented in some school-based programs also include short meditations (Albrecht, 2015) and have the core properties associated with classifying a practice as a meditation technique (see Albrecht, 2011;Cardoso, de Souza, Camano & Leite, 2008). Such practices, which may require teachers to undertake meditation classes, or practice the technique at home before sharing in the classroom, are self-induced; have a "focus" or "anchor"; involve logic-relaxation and also involve muscle relaxation somewhere during the process.…”

“…A number of researchers have suggested the need to find a conceptual framework to guide our understanding of mindfulness (Albrecht et al, 2012;Harnett & Dawe, 2012;Ospina, 2007). Given the popularity and prevalence of wellness frameworks in schools around the world (Cruchon, 2009;The State of South Australia, 2007;Hollingsworth, 2009;McQuaid, 2012;Yager, 2011), wellness theory and models have been suggested as a framework to guide and enhance our appreciation of some aspects of mindfulness practice and research (Albrecht, 2015). Mindfulness is also overwhelmingly considered in both academic (see Campion & Rocco, 2009;Greenberg & Harris, 2012;Huppert & Johnson, 2010;Kabat-Zinn, 1982;Schonert-Reichl & Lawlor, 2010;Shapiro et al, 2008) and popular literature (see Rechtschaffen, 2014;Sigel, 2008) to be "wellness-orientated" and a "wellness intervention", targeting a wide range of social, emotional, physical, spiritual and cognitive outcomes (Schoeberlein & Seth, 2009;Willard, 2010).…”

“…There is a growing body of scientific evidence that suggests mindfulness is an essential life skill for all children (Albrecht, 2014;Shapiro et al, 2014). Mindfulness techniques help focus attention and have the potential to enhance student wellbeing (Albrecht, 2015). Mindfulness practices center on awareness of the mind, body and emotions and hence the development of the whole person.…”

Mindful Self-Compassion and Adult Learner Retention in Post-Compulsory Education

“…Another limitation which the first author noted, was that the participants' reflections -the data gathered -may have been a function of or in part influenced by participants thinking that they needed to please the researcher. This is perhaps a limitation of a number of methodologies and methods when relying on subjective participants' accounts [62]. Research has shown that people being studied may be inclined to report mostly what is to their own advantage or what they think the researcher would like to hear [63].…”