Child Development · Hidden Curriculum · Mindfulness

Why mindfulness?

‘Mindfulness’ is a term that I’ve heard floating around over the last couple of years, but I didn’t really get it. Nobody ever really explained it to me and I never took the time to research it myself. This year, following a school-wide effort and excellent PD sessions led by John Shanahan, I have come to realise two things:

  1. Mindfulness is well-researched and scientifically proven to reduce depression, stress and anxiety.
  2. There is an urgent need for it.

The urgent need

South China Morning Post (2016) researched and concluded that 51% of young people in Hong Kong show signs of depression. Over half! Almost 20% of students showed moderate to severe symptoms and, tragically, twenty-two young people have committed suicide in Hong Kong since the start of this academic year.

This is not just a crisis in Hong Kong. Statistics are similarly terrifying in other countries around the world. In the UK, 80,000 young people suffer from severe depression. Young Minds has acknowledged that the number of students who are deliberately self-harming has increased by 68% in the last ten years. This is now believed to be one in every twelve students.

“Alarmingly, 70% of children and young people who experience a mental health problem have not had appropriate interventions at a sufficiently early age.”

(Mental Health Foundation, 2016)

Instead of being part of the problem, education should be part of the solution.

What is mindfulness?

“It involves making a special effort to give your full attention to what is happening in the present moment – to what’s happening in your body, your mind or your surroundings, for example – in a non-judgemental way.”

(Mind, 2016)

Meditation is typically associated with Asian belief systems, particularly Buddhism. However, as the practices become more mainstream around the world, it is important to acknowledge that people of any faith, or no faith, can practice mindfulness. Indeed, we practice it at school without any religious connotations. As an atheist, I’m far more interested in the scientific facts; the way that mindfulness positively affects the brain (outlined later).

“People spend 46.9% of their waking hours thinking about something other than what they’re doing, and this mind wandering typically makes them unhappy.”

(Killingsworth and Gilbert, 2010)

The illustration below is a fantastic representation of mindfulness. Thoughts relating to the past or future typically make us unhappy, as Killingsworth and Gilbert state. Mindfulness is about being ‘present in the moment’.

mindfulness

The MindUp program by The Hawn Foundation now serves over one million students worldwide, promoting mental health through mindfulness. The program builds social and emotional skills, leading to personal resilience. Click the left image to find out more about the MindUp curriculum. As a starting point, it is our aim in the primary section to teach the first three lessons before the end of the first term. These three lessons explain some of the ‘key players’ in neuroscience and how they are affected by the Core Practice.

Neuroscience

The amygdala is one of the ‘key players’ in your brain. Its function is to detect danger and to make you alert. amygdalaIt is often described as a gateway in your brain, due to the way in which it closes off the rest of the brain in times of danger, stress and anxiety. If the amygdala is active, it ‘hijacks’ the rest of the brain, making processing and logical thinking much more difficult. This is incredibly important at certain times (such as when a car is approaching) and extremely unhelpful in other situations (such as in an exam). With practise, you can learn to control your amygdala. The Core Practice is a very simple and proven strategy for ‘opening the gateway’ and allowing other parts of the brain to function.

The Core Practice

After the first three lessons of MindUp, the students have an understanding of the neuroscience and they can appreciate the benefits of the Core Practice. The Core Practice is simply one minute of deep, mindful breathing (described below).

“A typical meditation consists of focusing your full attention on your breath as it flows in and out of your body. Focusing on each breath in this way allows you to observe your thoughts as they arise in your mind and, little by little, to let go of struggling with them. You come to realise that thoughts come and go of their own accord; that you are not your thoughts. You can watch as they appear in your mind, seemingly from thin air, and watch again as they disappear.”

(franticworld.com, 2011)

By the end of the first term, after all classes have completed the first three lessons, it is an expectation that every class undertakes the Core Practice at three key transition times of the day (beginning, after recess and after lunch). This will help them to focus on their learning without being distracted by other thoughts.

I understand that many cynics will read this. I used to be one! I encourage you to carry out your own research before dismissing mindfulness. Even better, try the Core Practice yourself on a regular basis. Doing it properly is actually a lot harder than it sounds though, so don’t expect immediate results.

“While doing this, other thoughts will enter your mind unbidden: ‘I must pay that gas bill later’, ‘Did I come off as stupid in the meeting earlier?’ or even ‘I keep losing track of my breath and thinking about other things – I’m rubbish at this!’. The idea in a mindfulness session is to merely note these thoughts, without judgement, and to let them pass. You then return to focusing on the breath.”

(Dan Jones, 2011)

Are you practicing mindfulness? Is your school promoting it? In what other ways can we tackle mental health issues in young people? Please keep the discussion going by leaving a comment below.

Advertisements

7 thoughts on “Why mindfulness?

  1. Hey Adam,
    I’ve been interested in mindfulness for a couple of years but haven’t had a chance to train specifically in one program. I’m currently using the ‘smiling mind’ program that leads you through guided practice in class, but it’s generally a longer time and the kids (7-8 yrs) often struggle to maintain focus for the 3-5 minute practice. Love the idea of 1 minute, 3 times a day. Will definitely give that a try. Loving the blog, as always.
    Kelly

    Like

    1. Hi Kelly,

      Thank you for the feedback. Yes, the core practice is working for us because the children understand how it affects them and they are able to remain focused for one minute. Any longer might be a challenge at this stage. I’m not familiar with ‘smiling mind’, but I’ll look into it.

      Thanks again,

      Adam

      Like

  2. This is a really great post! You do a really great job of encapsulating the ideas and presenting them well. I have been doing the curriculum provided by the Benson-Henry Institute in Boston. They have 8 lessons that help students learn to trigger the relaxation response and deal with stress in positive ways. I’m definitely going to look at the Mind Up curriculum for sure because it is something I know my students need and benefit from. Something really awesome that happened recently is that one of my students shared that she taught 3 part breathing to a friend of hers that was stressed out. That’s a milestone I”m very proud of! So, if I understand correctly, teachers devote approximately 1 minute, three times per day to focused breathing? It doesn’t sound like much but that is a great idea. As always, I love your blog and the things you share! Thanks!

    Like

    1. Hi David,

      Thank you for the feedback. I’m so pleased that you enjoy my blogging. It’s great that your student shared what they have learnt. A milestone indeed! I was similarly pleased to hear from some of my parents that they are sharing the strategies at home with the rest of the family. Students really see the value and take it very seriously. Yes, at the moment we just do one minute of mindful breathing three times per day. It’s important that the whole school is on board so we’re taking baby steps to ensure consistency. We’ll see where this takes us in term 2. Watch this space!

      I’m not familiar with the Benson-Henry curriculum. I’ll look into it. It sounds like a similar thing. If you’re interested in the MindUp program, click on the image in the post and it’ll redirect you to Amazon to purchase your own copy (search also for the lower and upper years ones). You could also find out more by visiting the Hawn Foundation website https://mindup.org/thehawnfoundation/

      Thanks again,

      Adam

      Like

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s