Mindfulness in PK-12 Classrooms as a Means to Promote Emotion Regulation

Abstract

It is likely safe to assume that nearly all students are coming to, and engaging in, school settings with multiple stressors and personal challenges. Moreover, the global pandemic has likely exacerbated these mental health issues. As such, the general problem is that many students are not adequately prepared to handle stress and emotional challenges in conjunction with everyday life and in school. This has the potential to derail both their personal well-being and their academic success. Mindfulness is a viable resource in PK-12 school systems to guide the acquisition and development of emotion regulation. This chapter describes the conceptual underpinnings that make up mindfulness. More specifically, the purpose of this chapter is to delineate how mindfulness in PK-12 classrooms may be used to promote students' emotion regulation, and to provide clear and specific examples and strategies of mindfulness practices that facilitate the development of empathy and sound emotion regulation.

Effectiveness of Positive-Focused Mindfulness Therapy on Mental Well-being, Quality of Life, and Stress Coping Strategies in Women with Bipolar Disorder

“…All aspects of mental health, including physical symptoms, social functioning, symptoms of anxiety and insomnia, and depression, showed significant differences at various stages, with mental health in the family being higher in the post-test and follow-up stages than in the pre-test. This result is consistent with the existing literature (Assumpcao et al, 2019;Azunny et al, 2020;Bao, 2022;da Silva et al, 2023;Hosein Esfand Zad et al, 2017;Kumar et al, 2022;Liu et al, 2021;Nejat et al, 2020;Rahmani, 2020;Sabouri & Mansouri, 2022;Sun et al, 2021;Torfiamidpoor et al, 2022;Vidic & Cherup, 2019;Vigil, 2022). The flexibility brought about by mindfulness therapy in patients with bipolar disorder enables the patient to establish friendly and emotional relationships with other family members and even with people outside the family environment.…”