Today, I had the pleasure of attending the Inclusion and Inspiration conference at Manchester University. The conference was attended by students from every ITT course at the University, and also by NQTs from the programme last year. Two groups of students from local schools provided powerful speeches about inclusion in action, whilst a signing choir from a local special school gave a moving performance.
One of the sessions I attended was on the use of Mindfulness in schools, and the effect that this can have on emotional wellbeing of both students and staff. Mindfulness emphases using attention and awareness to focus on the present, and draw the thoughts away from rumination on past events or worry about the future. The practice, often involving sitting and focusing on the breath, feeling of the body, noise of the environment or a repeated mantra, needs to be practiced and can help to train the brain away from stress. If repeated regularly, mindfulness can help children with stress, anxiety, focus, emotional literacy and management of behaviour (Hofmann et al, 2010; Williams and Penman, 2011). As an evidenced intervention, research has shown that it can sustain and retain mental wellbeing, and help with physical pain (Fontana and Slack, 1997; Burke, 2009).
The talk led me to think about Mindfulness apps, and the part that they could play as part of sessions. I know that these are popular amongst adults, and have seen them trending on social media in recent months. Calm and Stop, Breathe and Think use music, images and instructions on how to sit, breathe and concentrate. Apps such as these are meant to be used every day, and claim to achieve the same effect as traditional, offline mindfulness techniques. A new app, Headspace for Kids has been specifically designed for children. When released, the chief executive of the Mindfulness Foundation told the Huffington Post that 'given young children’s obsession with technology and Headspace’s first class reputation, we believe this meditation app for children could be the answer to parents’ prayers'.
It would be interesting to see how tech could be used to deliver mindfulness in the classroom via use of this app, and if it does really work as a substitute for a traditional, teacher led session. This is perhaps something that I could try on FPP.
Links
www.calm.com www.stopbreathethink.org www.headspace.com/kids/subscribe Huffington Post article on Headspace for Kids - www.huffingtonpost.co.uk/entry/headspace-for-kids-meditation-app_uk_5797646ee4b06d7c426daf34 A summary of research into mindfulness in schools (published 2012) - www.mindfulnessinschools.org/wp-content/uploads/2013/02/MiSP-Research-Summary-2012.pdf Bibliography Burke, C. (2009) ‘Mindfulness-based Approaches with Children and Adolescents: A Preliminary Review of Current Research in an Emergent Field’, Journal of Child and Family Studies, Springer Netherlands. Fontana, D. and Slack, I. (1997) Teaching Meditation to Children, Dorset: Element Books Ltd. Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169-183. Williams, M. and Penman, D. (2011) Mindfulness: a practical guide to finding peace in a frantic world, London: Piaktus.
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