![]() ![]() Divergent narratives were noted, reflecting a need for greater coherence and a shared rationale supporting the use of mindfulness practices in schools. Deductive content analyses were conducted themes included emotional, cognitive, social, and physical effects of mindfulness practices in schools. After an initial scan of 719 articles, 69 were retained. The Canadian Major Dailies Proquest database was searched using the terms ‘mindfulness’ and ‘education OR school’. This study explores the depiction of mindfulness within schools as it existed in Canadian news media between 20. News media serves as a key source of public discourse on topics like mindfulness in education that can reflect and influence public understanding and actions. While previous literature has explored a range of purposes for mindfulness little is yet known about the ways in which it is understood by broad communities. Mindfulness practices have been increasingly adopted in schools across Canada and beyond. have articulated for the next generation of science of mindfulness and compassion in schools. The commentary ends with some of my own reflections on what might be needed to move the field into the direction that Roeser et al. Following this, drawing from my own experiences in conducting research on mindfulness and compassion in schools, I discuss four topics that I believe deserve extra attention for advancing the science in the field and offer my observations on each: (a) determining what constitutes a mindfulness program, (b) taking a developmental perspective, (c) obtaining students’ perspectives, and (d) differentiating who delivers the SBMP to students. of the impact of SBMPs on student outcomes. This commentary begins with a brief summary of the synopsis by Roeser et al. provides an extensive and cogent analysis of what is currently known about the effectiveness of SBMPs coupled with a careful and thoughtful analysis of the necessary elements for advancing the science of mindfulness and compassion in schools. MindUP is central to our strategic vision, it supports us to create a whole-school culture of gratitude, optimism, happiness and respect within which we can all grow and flourish.įor further details about the MindUP programme, including research findings, the curriculum overview and case studies, visit mindup.A confluence of research has emerged in recent years elucidating the benefits of school-based mindfulness programs (SBMPs). ![]() The interactive teaching and learning approaches, complemented by whole-school mindful practices, help create an exciting learning environment within which children can thrive academically, socially and emotionally. This core mindful breathing exercise which takes place three times a day, enables pupils and staff to calm their minds, focus and get ready to learn. The MindUP lessons are complemented by the ‘Brain Break’. The 15-lesson curriculum includes practices developed to help children improve their focus, manage their emotions and face challenges with resilience, kindness and compassion. The unique evidence-based framework provides knowledge and understanding of neuroscience, mindful awareness, positive psychology and mindful practices to affect positive change within the classroom and beyond. Look out for more resources added weekly to the MindUP website and keep an eye on social media for updates. It features information and resources for parents/carers and families that can be accessed from any device. See the newly launched MindUP for Families page on their website. You can also find the MindUP Activities page on the MindUP website from the MindUP drop-down menu. ![]() You can use these for home learning with your children. Some free MindUP resources can be accessed here from any device. SUPPORTING MENTAL HEALTH AND WELLBEING THROUGH MINDUPĪt Heathland School we are proud to be part of the growing network of MindUP schools who promote the mental health and emotional wellbeing of our whole school community. Please click the links below to find lots of activities you can do with your children. ![]()
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