Mindfulness in Education – Articles
Canadian Journal fo Counseling and Psychotherapy
Mindfulness for Children and Youth: A Review of the Literature with an Argument for School-Based Implementation
Kim D. Rempel, Athabasca University
Interest in the use of mindfulness-based activities with children and youth is growing. The article evaluates empirical evidence related to the use of mindfulness-based activities to facilitate enhanced student learning and to support students’ psychological, physiological, and social development. It also provides an overview of interventions that include mindfulness. There is a need to provide children with a way to combat the stress and pressure of living in today’s highly charged world: mindfulness may be one helpful alternative. The implications of a universal school-based mindfulness intervention are discussed, and directions for future research are offered.
Link to full article: http://mindfulnessinschools.org/wp-content/uploads/2013/09/remple.pdf
Teaching the ABCs of Attention, Balance and Compassion: Susan Kaiser Greenland at TEDxStudioCityED
Founder of the Inner Kids program, Susan Kaiser Greenland adapted adult meditation practices for kids, seeing a marked improvement in their capacity to focus, calm themselves, and manage stress.
Tim Ryan Brings SEL Bill Back to Congress
By Jill Suttie | May 7, 2013
Today, Congressman Tim Ryan re-introduces his bill to support the growth of social-emotional learning in schools.
Kids go to school to learn how to read, write, think, and reason. But that’s not enough in school and in life, according to many education experts. Students must also know how to understand and manage their emotions and to get along well with others, if they hope to thrive in the rapidly changing world of the 21st century.
Or, at least, that’s what Congressman Tim Ryan (D-Ohio) believes.
On May 8, Ryan re-introduced legislation to encourage social-emotional learning (SEL) in classrooms all over the country. The legislation is called the Academic, Social, and Emotional Learning Act, and it amends the Elementary and Secondary Education Act (ESEA). If passed, this legislation would allow funding for teacher and principal training to go toward social-emotional development, and encourage more classroom and school-wide programs in SEL.
Link to full article: http://greatergood.berkeley.edu/article/item/tim_ryan_brings_sel_bill_back_to_congress
Can Emotional Intelligence Be Taught?
NY Times by Jennifer Kahn | September 11, 2013
“Something we now know, from doing dozens of studies, is that emotions can either enhance or hinder your ability to learn,” Marc Brackett, a senior research scientist in psychology at Yale University, told a crowd of educators at a conference last June. “They affect our attention and our memory. If you’re very anxious about something, or agitated, how well can you focus on what’s being taught?”
Once a small corner of education theory, S.E.L. has gained traction in recent years, driven in part by concerns over school violence, bullying and teen suicide. But while prevention programs tend to focus on a single problem, the goal of social-emotional learning is grander: to instill a deep psychological intelligence that will help children regulate their emotions.
Link to full article: http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=all&_r=0
Does SEL Make the Grade?
By Jill Suttie | September 20, 2011
Fueled by new research, the social-emotional learning movement is building momentum. Is it enough to make American schools change their course?
Seventeen years ago, best-selling author Daniel Goleman and a group of education leaders and researchers tried to instigate a sea change in the American educational system by launching the Collaborative for Academic, Social, and Emotional Learning (CASEL).
Believing that children need more than academic training to be successful in life, they envisioned schools as places where students learned to better understand and manage their emotions, develop compassionate concern for others, make ethical decisions, handle conflicts constructively, and form positive relationships both inside and outside of the classroom—a set of skills known as social and emotional learning (SEL).
Link to full article: http://greatergood.berkeley.edu/article/item/sel_make_the_grade
Social and emotional learning gaining new focus under Common Core
School is nothing if not an intensely social experience, which is why teacher Michelle Flores posed this question to 24 third graders at Aspire Capitol Heights Academy: “When someone makes a mistake, what do we say?”
“That’s cool,” the third graders responded in unison. “We are experts at making mistakes,” said Flores, who incorporates social and emotional instruction, including the idea that making a mistake is not cause for embarrassment, into academics at the charter school using an approach called Responsive Classroom.
As California teachers begin to strategize about how to meet the Common Core standards, some educators say that explicit instruction in social and emotional competence – teaching students how to regulate their emotions, problem-solve, and disagree respectfully, among other abilities – should be a key part of the equation. The ability to collaborate, to see others’ perspectives, and to persevere in solving problems is required of students in the Common Core. Social and emotional learning provides the interpersonal skills students need to perform these intellectual tasks, said Nancy Markowitz, an education professor and director of the Collaborative for Reaching and Teaching the Whole Child at San Jose State University.
Link to full article: http://www.edsource.org/today/2013/social-and-emotional-learning-gaining-new-traction-under-common-core/32161#.Uhor-WRgawE
Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional, and Academic Learning
American Psychologist | June/July 2003
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufﬁcient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneﬁcial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children’s full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.
Link to full article: http://casel.org/wp-content/uploads/2011/04/AmericanPsychologist2003.pdf