In the face of assessment pressure, declining mental health, fractured focus and absenteeism, mindfulness training could play a critical role in supporting health, happiness and resilience in education – not to mention de-stigmatising and educating upon matters of mental health. But more research is urgently needed, both to bring evidence in line with grassroots enthusiasm and to help ensure that the only the most appropriate programmes and support are implemented in this sensitive context.

If you feel strongly about this opportunity for children and their teachers you can support our education policy work directly, using the form below to give a gift.

If you'd like to contact our Education Policy Leads you can do so here:

Contact Katherine Weare.

Contact Adrian Bethune.

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Mindfulness is being used in schools, colleges and universities to help teachers, children, and students. Mindfulness helps children, students and teachers to improve their concentration, attention, conflict resolution, and empathy.

A review published in November 2017 by the UK's Centre for Translational Research (Fuse) recommended mindfulness training in schools for both its preventative and therapeutic effects. “Preventative and evidence based-interventions, such as mindfulness training, could have a significant impact to promote the mental health of young people” -Dr Raghu Lingam, Lead of Early Life and Adolescence research programme, Centre for Translational Research in Public Health

 

Organisations operating in the UK:

The Mindfulness in Schools Project provides resources for schools in line with the National Healthy Schools Programme. The syllabus stands on its own as a teaching guide to Wellbeing. Their programme .b, pronounced [dot-be], stands for ‘Stop, Breathe and Be!’ is the name for the range of courses created to encourage, support and research the teaching of secular mindfulness in schools. 

 

The Youth Mindfulness Kids programme is a 16-lesson introduction to mindfulness for 7 to 11-year-olds comprising fun games, engaging videos, and kinesthetic activities, with a strong emphasis on experiential learning. The 16 one-hour lessons build up sequentially, introducing and exploring new facets of mindfulness with each lesson. The first six lessons focus on cultivating the foundations of mindfulness: intention, attention and attitude. As the course progresses, children then learn to cultivate gratitude, handle difficult thoughts and emotions, and finally develop kindness towards themselves and others. The purpose of the programme is for qualities such as awareness, empathy, kindness, compassion, and joy to become living realities in the lives of young children as well as embedded in their classroom community. 

 

Connected-with-Myself is Mind With Heart's programme introducing teenagers to mindfulness and awareness. As well as experimenting with tools for cultivating emotional health, students are invited to ask where they turn for well-being, and how they can come to know themselves in order to 'get the best' out of who they are. Mind with Heart is an international education charity based in London. Their mission is to equip young people and their teachers with the skills needed to develop well-being, emotional intelligence and a more sustainable society. 

 

MindUP™ is a unique ‘whole school programme’ grounded in neuroscience and positive psychology, activated by mindful awareness and a catalyst for social-emotional learning. The model of training and support for schools is evidence-based and supports effective implementation that is sustainable and has long term impact. MindUP™'s pioneering programme aimed at 4 to 13-year-olds, is one of the first to champion Brain Education with the aim of empowering children to know and understand themselves, to be able to self regulate their emotional state and focus their attention. The 15 lessons help students develop an understanding of others, to build positive relationships based on tolerance, compassion and empathy. MindUP™ nurtures a growth mindset, fosters happiness and optimism, all grounded in the science of neuroplasticity.  

Further resources:

Initial Reflections on the MYRIAD study

by Mindfulness Initiative Education Policy Lead and expert in the field Professor Katherine Weare, and Co-Director Ruth Ormston. MYRIAD (My Resilience in Adolescence) was a large scientific study of mindfulness in schools.