This document discusses mindfulness and its benefits for educators and students. It is divided into two parts. Part 1 discusses how mindfulness can help with stress reduction, concentration, and finding stillness. Part 2 explores how mindfulness can improve communication and promote positive emotions. The document provides an overview of mindfulness practices such as breathing exercises and mindful eating. It also summarizes research showing mindfulness can enhance focus, resilience, and health while decreasing stress, negative emotions, and mental health issues. Overall, the document promotes mindfulness as a tool to improve well-being, relationships, and academic performance for both teachers and students.

1. Sourced using additional notes from Erin Sharaf, MA, PA-C
Mindfulness for Educators
and students
Emma Olohan

2. PART 1:
 FINDING STILLNESS
 ENHANCING CONCENTRATION
 STRESS REDUCTION
PART 2:
 IMPROVING COMMUNICATION
 PROMOTING POSITIVE
EMOTIONS

5. What we do with our mind matters.
l

6. BREATHING PRACTICE

7. A particular way of paying
attention:
• On purpose
• In the present moment
• Non-judgmentally
*WITH KINDNESS
AND CURIOSITY
What is Mindfulness?

8. HOW DO WE PRACTICE?
MANY WAYS, INCLUDING:
Mindful
• Eating
• Walking
• Moving
• Listening
• Breathing
Noticing the relationship
between
• Thoughts
• Physical Sensations
• Emotions

9. Without Mindfulness:
Stimulus Reaction
• Automatic, habitual patterns
• Often leads unconsciously to suffering

10. WITH MINDFULNESS:
STIMULUS MINDFULNESS RESPONSE
• THERE IS SPACE FOR CONSCIOUS CHOOSING
• MORE SKILLFUL RESPONSES
• LESS SUFFERING

11. Video
https://www.youtube.com/watch?v=U9-phWL8t08

13. What Can Mindfulness Enhance?
• Attention, focus
• Emotional resilience
• Academic performance
• Positive mood
• Compassion, empathy,
altruism
• Physical and mental
health
• Optimism and kindness
http://www.mindfulschools.org/about-mindfulness/research/

14. What Can Mindfulness Decrease?
• Stress
• PTSD
• Negative emotions
• ADHD
• Impulsivity
• Test anxiety
• Depression
http://www.mindfulschools.org/about-mindfulness/research/

15. Benefits for Teachers!
Decreased Burnout
More satisfied with job
Greater efficacy in the class
More emotionally supportive classrooms
Better classroom organization
Connect better with students

16. COMING TO OUR SENSES

18. S-STOP
• T-Take a deep
Breath
• O-Observe
• P-Proceed,
Park

19. GUIDING PRINCIPLES:
1. Participation needs to be a choice.
2. Need to feel safe in order to fully engage.
3. There is no “getting it right,” there’s only engagement in the
process.
4. YOUR attitude is crucial and can change everything.
(playfulness, curiosity and exploration)
5. Trust the practices to do the work over time.

20. MINDFULNESS ACCORDING TO TEACHERS
(VIDEO)
https://vimeo.com/86520490

21. Mindfulness Skills for:
Improving
Communication
Enhancing Positive
Emotions

23. RELEVANCE:
20%: of students have considered suicide
and reported being bullied in UNI/ College / school
45%: of students expressed they were not engaged
did not feel recognised
could not do their best work
5-8X Increase in anxiety and/or
depression in college students over past 50 years

24. THE SCIENCE OF HAPPINESS
1 50% … predetermined SETPOINT
2 10%...EXTERNAL CONDITIONS
3 40% …VOLUNTARY ACTION
~WHAT WE DO WITH OUR MIND MATTERS

25. Mindfulness in Action (video)
https://www.youtube.com/watch?v=FUJs0fXTWTE

26. • It’s not joy that
makes us grateful,
it’s gratitude that
makes us joyful.
• ~Brene Brown

27. GRATITUDE
WHY:
 Fewer emotional and physical symptoms
 Stronger relationships and communities
 More optimistic
 More alert, enthusiastic, attentive
 Promotes altruistic behavior
 Less importance on material goods
 Better GPA (possibly…GGSC study in progress)
HOW:
 Verbal, journal, letters (21 days)
 Find new things (we adapt)
 In the moment elicits stronger response than retrospective
 Share your gratitude
 Can add gratitude to a negative experience
 Sandwich your day with gratitude
http://gratitudepower.net/science.htm

28. Principles to Guide a Learning Community
1. Show up, choose to be present.
2. Pay attention to what has heart and meaning.
3. Speak the truth without blame or judgment
4. Be open to outcome, not attached to outcome
Angeles Arrien, PhD, The Four-Fold Way: Walking the Path of the Warrior,
Teacher, Healer and Visionary, 1993 Harper, San Francisco

29. LOVING-KINDNESS PRACTICE
Mindfulness=Heartfulness

30. For more information:
• Center for Mindfulness
• Mindfulness in Education Network
• Mindful Education
• A Still Quiet Place
• Association for Contemplative Mind in Higher Education

31. References:
Beauchemin, J. Hutchins, T.L, Patterson, F. (2008). Mindfulness Meditation May
Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among
Adolescents With Learning Disabilities. Journal of Evidence-Based Complimentary
and Alternative Medicine, 13(1), 34-35.
Burke, C. (2010). Mindfulness Based Approaches with Children and Adolescents: A
Preliminary Review of Current Research in an Emergent Field. Journal of Child Family
Studies, 19:2, 133-144.
Carson, J.W, Carson, K.M, Gil, K.M, Baucom, D.H. (2004). Mindfulness-Based
Relationship Enhancement. Behavior Therapy, 35, 471-494.
Flook, L. et al. (2010). Effects of Mindful Awareness Practices on Executive
Functions in Elementary School Children. Journal of Applied School Psychology,
26:1, 70-95
Flook L, Goldberg SB, Pinger L, Bonus K, Davidson RJ. (2013). Mindfulness for
Teachers: A pilot study to assess effects on stress, burnout and teaching efficacy.
Mind, Brain and Education. 7(3). doi: 10.1111/mbe.12026.
Jennings, P. A. et al. (2011). Improving Classroom Learning Environments by Cultivating
Awareness and Resilience in Education (CARE): Results of Two Pilot Studies. Journal of
Classroom Interaction, 46:1, 37-48

32. Jennings, P. A. (2012). Building an Evidence Base for Mindfulness in Educational Settings.
http://www.mindful.org/mindful-voices/on-education/building-an-evidence-base-for-
mindfulness-in-educational-settings
Peters, J.R, Erisman, S.M, Upton, B.T, Baer, R.A, Roemer, L. (2011). A Preliminary
Investigation of the Relationships Between Dispositional Mindfulness and
Impulsivity. Mindfulness, 2:228-235. doi10.1007/s12671-011-0065-2.
Smith, A. Guzman-Alvarez, A., Westover, T., Keller, S., & Fuller, S. (2012). Mindful Schools
Program Evaluation. University of California at Davis: Center for Education and
Evaluation Services
Twenge, J., et al., (2010). Birth cohort increases in psychopathology among young
Americans, 1938-2007: A cross-temporal meta-analysis of the MMPI. Clinical
Psychology Review 30, 145-154
Van de Weijer-Bergsma E, Formsma AR, de Bruin EI, Bögels SM. (2012). The Effectiveness of
Mindfulness Training on Behavioral Problems and Attentional Functioning in
Adolescents with ADHD. Journal of Child and Family Studies, 21(5):775-787.
Weng, H.Y. et al. (2013). Compassion Training Alters Altruism and Neural
Responses to Suffering. Psychological Science, 24(7) 1171-1180.

33. THANK
YOU!
Emma Olohan
Twitter:
@emmaolecturer