Supporting Self-Regulation Through Mindfulness In The Educational Setting
Sykes, Randie S.
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The practice of mindfulness as a means of addressing self-regulation in school aged children and adolescents is becoming increasingly popular. Investigative research has shown that self-regulation through mindful awareness has a positive effect on behaviour and academic success. This paper looks at direct and indirect methods of implementing mindfulness to increase student success in schools. Indirect methods involve providing teachers with mindfulness training and analyzing its effects on the classroom climate. Preliminary research in this emerging field suggests that mindfulness has the potential to improve classroom management, teacher-student relationships and instructional strategies. Direct methods involve pre-designed programs aimed directly at teaching students to be mindfulness aware and review studies on the effects such programs have on emotional stress, behaviour, and academic success. Though studies are limited, there is a general acceptance that mindfulness training does help students understand and work through their stressors by being present in the moment. Finally, this paper provides a detailed description of the common implementation challenges and recommendations for best practice, considering the use of the SMART program and the MindUp program and their uses in promoting self-regulation.