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forbes
The Hechinger Report
Schools bring mindfulness to the classroom to help kids in the Covid-19 crisis
Mindfulness in schools is increasingly being used to help students with
mental health and academic performance, but research on its
effectiveness is not yet conclusive
By Jena Brooker
November 23, 2020
Doug Worthen guided his small class of ninth graders at Middlesex
School through an exercise designed to focus their attention. On his
screen, he saw the students sitting outside or at desks and lounging
across their beds as they joined their weekly mindfulness class online.
One by one the students clicked off their cameras, each square became a
white and gray icon and Worthen began the meditation.
“Notice where your attention is,” he said, prompting them to guide
their attention back to their “home base” — the sounds around them or
body sensations — when it drifted.
At the end of the meditation, the students were guided to open their
eyes. They turned their screens back on and Worthen posed a question to
the group. “I learned that my attention isn’t very stable,” a student
said. She estimated that her attention was focused on her home base 14
percent of the time.
In this required 12-week “Introduction to Mindfulness” course taught by
Worthen, a full-time mindfulness instructor, students at the private
boarding school in Concord, Massachusetts, will learn how to develop
awareness of their thoughts and body sensations, sit with difficult
emotions and direct their attention to the present moment.
Mindfulness, an umbrella term for a range of practices, is about
observing your emotions and state of mind, without judgment. This can
be done during sitting meditation, walking meditation, activities such
as yoga and even while eating.
Though few public schools have the budget to hire a full-time
mindfulness teacher like Worthen, many have been introducing
mindfulness in the classroom since the coronavirus pandemic shuttered
buildings and thrust children into their at times stressful and chaotic
home environments.Some teachers are integrating discussions about
emotions into daily lessons or starting class with a short mindfulness
practice to help everyone feel centered and prepared to learn, while
others are sharing mindfulness apps and using online mindfulness videos.
The depression rate for K-12 students was already on the rise before
the coronavirus pandemic brought increased financial stress, sickness
and death into the lives of thousands of American families. In a
survey, since the start of the pandemic, 50 percent of students
reported worsened mental health, 35 percent said their family
relationships were worse and a majority reported feeling “lonely” and
“anxious.” In another survey, 50 percent or more of the students said
they were worried about losing connections with friends, missing out on
scholarship and job opportunities and how Covid-19 would affect their
future employment and college plans.
Megan Sweet is the senior director of program and impact at Mindful
Schools, a nonprofit organization that trains educators to teach
mindfulness in the classroom. During the coronavirus pandemic, she
said, “this idea of tending to the emotional well-being and support of
staff and students has gone from something that was a backburner item
to something that is in front-of-mind for educators and school leaders.”
In late March, Mindful Schools created a free mindfulness series for
kids, in response to Covid-19, which was shared 87,000 times on social
media, a record for them. Additionally, they offered an online event to
address educator burnout and highlight the benefits of self-compassion.
They noted that it drew 10 times the organization’s usual number of
attendees. The Holistic Life Foundation, a 20-year-old nonprofit in
Baltimore that teaches mindfulness to kids, said that they extended
their reach by a factor of 10, from 10,000 in 2019 to over 100,000
students this fall. Similarly, the mindfulness app Headspace for
Educators reported that they experienced a 77 percent increase in
teacher sign-ups from mid-March to now.
Mindfulness school programs have been shown to improve young people’s
emotional well-being, academic performance and relationships. In one
study in Chicago of almost 200 elementary public school students,
listening to 10 minutes of audio-recorded mindfulness daily for eight
weeks improved students’ grades in reading and science. In a survey of
sixth grade Boston charter school students by researchers at MIT, the
students self-reported less stress and fewer feelings of sadness and
anger after eight weeks of in-person guided mindfulness. The MIT
researchers also found that students’ brain imaging showed less
reactivity to negative images, compared to before they started the
mindfulness program. (More brain reactivity to negative events and
images is associated with increased risk for depression.) In a review
of 61 studies, researchers found that mindfulness in schools resulted
in improved cognitive and social-emotional functioning.
But experts also caution that the science supporting mindfulness in the
classroom is not yet conclusive, largely because the wide variety in
how it’s taught can make it difficult to track its effectiveness.
Mindfulness programs can vary widely from school to school —- from
audio recordings of meditation instruction played a few minutes each
day, to entire classes for mindfulness and anything in between.
“There’s a lot of ambiguity about which specific programs work, and who
they work for,” said Michael Mrazek, director of research at the Center
for Mindfulness and Human Potential at the University of California,
Santa Barbara.
“Interventions that might work in one setting, as they get scaled up
and get delivered to other schools and in other states, don’t
necessarily maintain that same level of effectiveness,” Mrazek said.
At Middlesex, a college-preparatory school that attracts students
hailing from across the country, there was a large shift in the
school’s culture after introducing mindfulness classes. Worthen said,
“You would notice there was a general decline in disciplinary issues.
We see kids not staying up as late, getting better sleep.” The students
agreed it was working as well. In a survey, they said the practice
helped them cope with stress and could be applied in their daily lives,
and that they would continue using it in the future.
Ben Painter, a Middlesex graduate, took Worthen’s class in 2012
following a concussion. He said the class not only helped him with what
he expected it to — memory and focus — but also aided his communication
and emotional awareness. He said the biggest impact was “the hope it
gave me for what the world could look like,” having experienced a
loving community built around mindfulness and compassion. The Middlesex
mindfulness program was so impactful on him, in fact, that he is now a
director at The Mindfulness Director Initiative — an organization that
works to make mindfulness instruction accessible in schools across the
country.
What works at a small private boarding school in the Northeast
certainly may not work everywhere, but school leaders in very different
settings are implementing mindfulness with students experiencing crisis
and trauma — and the educators are seeing even more profound effects.
In 2001, brothers Atman and Ali Smith, who grew up learning mindfulness
from their parents, and Andres Gonzalez, all recent college graduates,
volunteered to teach mindfulness to a group of 10 to 20 students at
Windsor Hills Elementary, a small Baltimore City public school. Their
goal was to restore a sense of community and mentorship in their
neighborhood. In the early days, they broke up a lot of fights. Before
they could start class, Ali Smith said, “We had to go pick up half the
kids from detention.”
But over time the disciplinary problems decreased, and as they expanded
the program to other schools, principals and staff kept asking them to
come back.
“That’s when we first knew,” he said, “this stuff actually really does
work. The kids were learning to self-regulate.” Four years in, they
received a grant from the Family League of Baltimore City to pay
themselves for their teaching.
By the fall of 2020, the nonprofit they created, the Holistic Life
Foundation (HLF), had reached 100,000 students across the Baltimore
City and County public and private schools and other schools across the
country. In an independent study of middle school students that
participated in HLF’s programming, a team of researchers found that
HLF’s students had improved impulse control and emotional regulation. A
second study found that HLF’s mindfulness lessons decreased rumination
and unwanted thoughts and increased students’ emotional stability.
One of the schools they work with, Robert W. Coleman Elementary, hasn’t
had a suspension in six years, according to the principal. Another
school they consistently work with, Patterson High School, has had
suspensions decrease “dramatically.”
Many of their students experience high levels of trauma, and the
Foundation has tailored their mindfulness program to deal with that
context. Baltimore, a majority Black city, experiences five times the
national rate of violence and two times the national poverty rate along
with ongoing issues of systemic racism. Coleman Elementary is located
in the heart of the area where protests over the death of Freddie Gray
took place in 2015.
To customize the mindfulness curriculum for children here, the Foundation takes a trauma-informed approach.
“We do a lot of movement first to make the kids safe in their bodies,”
said Ali Smith. “You can’t ask a kid who’s been through heavy amounts
of trauma to be alone with their thoughts if they don’t even feel safe
in their body first.”
Smith and others guide the students through yoga and tai chi exercises
before instructing them in a breathing exercise. The students sit on
the floor, with their legs folded underneath them, and close their
eyes. They are instructed to focus on their breath, and when their
attention strays from the breath, to bring it back gently, without
judgment of themselves for getting distracted. Then the students
participate in discussion and end with another meditation.
The Holistic Life Foundation in Baltimore uses a “reciprocal teaching
model” in which the students eventually teach the practice themselves,
which encourages them to use it in their daily lives. “We also make
sure the kids have fun,” Ali Smith said, by incorporating movement and
pop culture, such as celebrities’ testimonials about mindfulness, and
by being excited about mindfulness themselves. “The kids can feel
that,” he said.
“When you’re dealing with heavy amounts of trauma, heavy amounts of
stress and hopelessness, it can become overwhelming,” said Ali Smith.
“You can’t physically get out of where you are, but you can mentally
get some space,” he said.
A trauma-informed approach is just one of the best practices that’s
recommended for educators teaching mindfulness in the classroom.
“To be really impactful about teaching mindfulness to kids, you need to
practice yourself,” said Sweet, of Mindful Schools. Educators are
recommended to have a personal mindfulness practice for at least six
months before taking their training, and then spend 300 hours learning
how to teach mindfulness to students. Like math or science, mindfulness
is a subject best taught by someone who knows the material. “It’s more
effective, and safer,” Sweet said.
Patricia Jennings, professor of education at the University of
Virginia, says mindfulness should never be used as a disciplinary
response, because of the negative association students may develop with
it. Instead, she recommends integrating mindfulness into behavioral
response programs, by teaching students emotional awareness and helping
them feel empowered to respond to challenges.
For schools that want to offer mindfulness but don’t have the money or
resources to hire someone or provide training, digital programs with
recordings may be helpful, and can offer customization for students.
Some apps ask the students a series of questions about how they’re
feeling and what they want to focus on, for example, and provide a
specific meditation based on their responses.
Regardless of the specifics, experts agree that mindfulness in schools
should always be optional. While Worthen’s mindfulness class is
required, he said, “The invitation is always there for them to not
participate.”
Mindfulness could be a valuable tool for schools as they try to help
students navigate the traumatic effects of the Covid-19 crisis. But
what works in the classroom doesn’t always translate to online.
Typically, in a class taught by the Holistic Life Foundation, the
students are spread out on yoga mats across a classroom or gym. During
the pandemic, it’s all virtual.
Trying to meditate at home with siblings who are also learning online
and parents who are working from home might seem difficult. But
ultimately, Smith said, the goal of his organization is for students to
learn how to use mindfulness at home as a way to help with the other
challenges they face in their daily lives. “They still have to be able
to incorporate the practice at home no matter what’s going on there,”
Smith said.
At Middlesex, Worthen said the home practice environment has mostly
been a positive for his students, who often feel more comfortable fully
participating in the mindfulness exercises at home: “They’re in a space
where they can feel really safe and can drop in to a level that might
be harder in a classroom,” he said, because, in school, “they want to
look cool, or they’re a little guarded around closing their eyes and
meditating.”
But as he guided his online class, many of the students seemed
distracted during the discussions. Some talked to others in the room
with them and some peered downward, as if they were looking at their
phones. Only one student unmuted herself to share her experience while
the rest opted to participate via chat.
“It’s harder for people to share,” Worthen said. It can be hard enough
to get students to participate in nonvirtual classes, he said; online,
students have to unmute themselves to speak up, a process which can
deter them from participating.
Another downside of remote instruction is that it’s difficult for
Worthen to know how his students are doing. “It’s harder to attune to
what’s coming up for people,” he said.
Sweet, at Mindful Schools, has heard the same concerns from many
teachers she works with. “A lot of kids have their cameras off,” she
said. “A lot of those nonverbal cues that educators rely on to get a
sense of how students are doing, and informal conversations, those
aren’t happening.” To better adapt mindfulness instruction for online,
the group is working with educators to improve their online support and
presentation styles and developing creative ways to check in with
students, like asking students to use weather words such as sunny and
cloudy to describe how they’re feeling and encouraging different ways
of sharing, like using the chat box or giving a thumbs up.
But the main strategy is to help educators feel calmer, which helps students feel calmer.
Just seeing their teachers breathing with them online and being fully
present with them, she said, “does still help to regulate the kids and
make them feel more grounded, and stable.”
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