Mindful Schools - Engaging children. Supporting educators. Transforming schools. A Mindfulness Curriculum for Adolescents. How To Teach The Relaxation Response. Tips for Teaching Mindfulness to Kids. How can we build the quality of mindfulness in our children, our classrooms, and our schools?
The Oakland-based Mindful Schools program, of which I am a co-founder and co-director, teaches children in public and private elementary, middle, and high schools how to be more mindful of their thoughts and actions. As of the fall of 2009, Mindful Schools had brought our five-week in-class mindfulness training to over 7,000 children in 26 schools, 22 of which serve low-income children. The program is secular, extremely cost-effective, and uses short, interactive exercises that are tailored for children. Teachers Guide. By Dr.
Amy Saltzman Download this guide as a .pdf or a Word .doc.
How To Start a Meditation Program in Your School. Training, consistency, and trust are keys to successfully implementing a school meditation program.
Teachers meditate in the staff lounge (left) to rest and reenergize. Middle school teacher Rose Ludwig (right) rings the bell to begin Quiet Time, a daily program of silence and optional meditation for students. Credit: Daniel Jarvis Quiet Time (QT) is a program of mandatory quietude and optional meditation that happens schoolwide, twice a day at Visitacion Valley Middle School (VVMS) in San Francisco. Resources & Downloads for Meditation in Schools. Educators from Visitacion Valley Middle School, in San Francisco, have provided these resources for you to use in your school.
All students at this urban middle school participate in a daily program of quietude and optional meditation (left). Trainer Noah Schechtman (right) explains how the benefits of meditation can help students achieve their goals. Infographic: Meditation in Schools Across America. As a growing body of research points to positive outcomes from meditation in schools, programs are spreading across the country.
Correction: The Teachers' Rating Scale of Social Competence is incorrectly attributed to Schonert-Reichl & Miller 2005; it should be attributed to Schonert-Reichl & Lawlor 2010.