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Being present at school: implementing mindfulness in schools.

Jeff Q Bostic1, Michael D Nevarez1, Mona P Potter2

  • 1Massachusetts General Hospital, Child Psychiatry, Yawkey 6, 55 Parkman Street, Boston, MA 02114-3139, USA.

Child and Adolescent Psychiatric Clinics of North America
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Summary
This summary is machine-generated.

Teaching students mindfulness techniques is crucial for managing stress. These practices, including meditation and yoga, need developmental adjustments for effective school-based implementation.

Keywords:
MeditationMindfulnessSchoolsStudents

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Area of Science:

  • Educational Psychology
  • Mind-Body Practices

Background:

  • Mindfulness involves present-moment, non-judgmental awareness.
  • Meditation and yoga enhance mindfulness through dedicated practice and physical/breathing techniques.
  • School-based mindfulness programs show positive outcomes but require adaptation.

Purpose of the Study:

  • To highlight the importance of developmentally sensitive mindfulness interventions for students.
  • To underscore the need for adapting mindfulness, meditation, and yoga practices for children.
  • To emphasize the role of these techniques in stress management for students.

Main Methods:

  • Review of existing mindfulness programs and techniques applied in educational settings.
  • Analysis of the components of mindfulness, meditation, and yoga.
  • Consideration of developmental sensitivity in program design.

Main Results:

  • Mindfulness, meditation, and yoga can be effectively integrated into school environments.
  • Adaptations are necessary to ensure practices are developmentally appropriate for students.
  • Early implementation of these techniques can equip students with stress-management skills.

Conclusions:

  • Developmentally sensitive mindfulness training is vital for student well-being.
  • Integrating adapted mindfulness, meditation, and yoga practices supports stress management.
  • Classroom and extracurricular application of these techniques benefits students long-term.