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The Body Scanner! Mindfulness for Children

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Zen Sessions for Kids with Kira Willey: Send Good Thoughts

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Mindful Eating: Mindfulness Exercise for Kids with Chocolate (GoZen!)

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How to Eat More Mindfully | The Science of Happiness

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Mehrfarbige Lavalampen zum entspannen oder als TV Hintergrund

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Bubble Bounce! Mindfulness for Children (Mindful Looking)

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Breathing S.T.A.R.
Invite children to "Breathe with me..." and practice the S.T.A.R. active calming technique with this cute and easy to assemble breathing tool made from a file folder! This download includes templates and instructions to make a star with a mouth you can move as you breathe.
Age

Helps with

Self-regulation

Active calming

Deep breathing

Fussing and fits

Self-control

Emotional intelligence

Social-emotional learning

Use

Format

Instructions

Two letter-sized, single-sided, black and white printouts

Materials

Two file folders

Scissors

Markers

Tape

Glue stick

1⁄4 page of blue paper

Printed "Breathe with me..." sign

Printed star template

Related Free Resources

Related Products

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Resource: Breathing S.T.A.R. | Conscious Discipline

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Invite children to "Breathe with me..." and practice the S.T.A.R. active calming technique with this cute and easy to assemble breathing tool made from a file folder! This download includes templates and instructions to make a star with a mouth you can move as you breathe.

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Zentangle for Kids, Teachers and Parents

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Bari Koral: Kids Yoga, Music & Mindfulness

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Garden Relaxation: Mindfulness and Stress Reduction for Kids featuring Bari Koral + Meddy Teddy

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Michelle Garcia-Winner
Superflex
Social Thinking Methodology
Zones of Regulation
Tools to Try

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Helping over 1 million educators, clinicians and families around the world. Strategies to teach essential life skills including social emotional learning and self-regulation across all environments.

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"Social Thinking" Free Webinar on Social Thinking Methodolgy  to support social and emotional learning

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"Social Thinking" Free Webinar on Social Thinking Methodolgy  to support social and emotional learning

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Who could have imagined in 2019 that face-to-face communication in our schools and community would feel awkward and cause for stress for all participants? As teachers and students begin to reunite within the classroom and school setting, what type of social emotional learning can we provide to ease this transition back toward working, learning, and playing in spaces we physically share together? Join us virtually on Tuesday, April 6, 2021 for a new free webinar where we'll explore tried and true specific teaching frameworks and Social Thinking® Vocabulary to encourage the development of metacognitive awareness and strategies for use in the classroom and home to demystify social engagement within face-to-face interactions. Our Social Thinking Methodology seeks to make the abstract social world more concrete, helping students to better navigate to regulate their thoughts and feelings within it. Lessons shared within this webinar will also embed the five tenets established in the CASEL framework:

self-awareness

social awareness

relationship skills

self-management

responsible decision making

We will also briefly share practical tools and takeaways from our own learning based on multi-year partnerships with schools/districts around the USA for how to apply our social emotional learning concepts schoolwide.
Will It Be Recorded?
Yes! If you've registered, you'll receive a link to view the recording at your convenience-regardless of whether you attend the live session.
Sale on Select Products!
To thank you for joining us, here's 10% off all of our products (livestream-recorded and on-demand are excluded). Use code: Think10.

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Free Webinar! Face-to-Face communication is a thing again! Wait, how do we teach that?

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In this webinar, we'll explore specific frameworks and vocabulary within the Social Thinking® Methodology that support social and emotional teaching according to the five tenets of CASEL (www.casel.org). Using CASEL as a guide, we will connect practical lessons to foster self-awareness and encourage the development of metacognitive strategies for use in the classroom, home, and community.

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using your hand print

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UNAK UNIK ART AND CRAFT FOR CHILDREN WITH FAJAR

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Trolls: Can't Stop The Feeling | GoNoodle

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Silent breakfast is a wellness practice that is helping some people cope with the pandemic.

Credit... Carla Fuentes

"I don't meditate so I look to other parts of my day to become meditative, including my coffee and breakfast routine," Nina Zorfass, 30, a New York City resident who works in marketing, wrote in an email.

Her technique? Eating breakfast in complete silence.

When she first started this practice eight years ago, Ms. Zorfass noticed that she felt more prepared for the day ahead, and could make healthier food choices. Now, in the midst of a pandemic, she has relied on that time to recharge while living and working in close quarters with her partner. "Alone time is hard to come by in our apartment," she said.

Eating in silence is an ancient practice with roots in many monastic communities. "Buddhists, Celtic Mystics, Sufis, Vedic Mystics," said Ginny Wholley, a teacher at the UMass Memorial Health Care Center for Mindfulness. "Everyone has a component of silence that is an inherent part of the practice."

In 1979, Jon Kabat-Zinn founded the center where Ms. Wholley teaches as a way to promote and study the benefits of practices like these in a secular setting - in part because it's challenging. The concept for silent breakfast is simple enough: focus on your food, quietly, and deal with whatever thoughts come up. But it's more difficult than it seems.

I spent several days at the Kripalu Center for Yoga and Health in Stockbridge, Mass., last October, and silent breakfast was on the menu. Signs on every table reminded guests that breakfast should be eaten in silence. Educational carousels of cards extolled the virtues of reconnecting with yourself each morning: it benefits your mind and body to start your day purposefully, calmly, and in gratitude.

On the first day, I carried my breakfast tray down the aisle of the dining room, feeling the eyes of strangers follow me like some angst-ridden school cafeteria scene in movies. I passed row after row of fellow breakfasters. Some shifted in their seats as I walked by; the only sounds were the cautious clinks of silverware onto bowls and plates. Occasionally, a chair would scrape the floor as someone sat down or left.

"Our society leans into complexity and difficulty, because then there's more 'value' to it," said Cristie Newhart, the dean of the yoga school at Kripalu. "When you're first learning to become more present, it's like: 'Present with what? What do I do?' In mindful eating, you're bringing all your attention to food."

My mind revolted halfway through my granola. As a freelance writer, I've always had an unhealthy work-life balance, partially from internalizing the idea that I should maximize productivity at all costs. My parents were both entrepreneurial people who successfully worked their ways out of underprivileged childhoods. They instilled a very tough work ethic into me. "Self-care," I believed, was for people who had the time and money. Not working hard enough meant risking failure.

But here I was, at my first wellness retreat, trying to appreciate a bowl of berries and tail-spinning into existential dread. It felt indulgent and lazy to focus so intently on my food. I had a to-do list a mile long and a new mortgage to worry about. I was deeply uncomfortable.

"As someone who speaks nearly constantly, the idea of enforced silence seemed punitive," said Melissa Klurman, a journalist in Montclair, N.J., who also tried out silent breakfast on a retreat to Kripalu last year.

"One of the funny things about starting a mindfulness practice is that when you quiet the external noise, you start to hear more of the internal noise. If you're not used to this, it can be incredibly unpleasant," said Ravi Kudesia, a mindfulness researcher and assistant professor at Temple University's Fox School of Business. "The key idea here is that it's better to notice the whispers before they become screams."

I couldn't concentrate, so I let my mind run wild through its litany of worries and reminders. Then, like a toddler wearing herself out after a tantrum, my thoughts quieted down. After several days of silent breakfast, I started to hear myself. My concerns and thoughts, happy with their time at the soapbox, stepped back and stopped plaguing me first thing in the morning. I could focus on what was in front of me, without guilt, without obligation, without stress. It was an unusual feeling of freedom.

For Deborah Vaphides, 62, an acupuncturist from Montclair, N.J., starting her mornings with a silent routine several days a week helps her feel more grounded throughout the day. She sits by her window and watches the sunlight stream in early in the mornings, while practicing deep breathing exercises.

"I used to listen to the news every morning for decades. No more. I know the news will find me these days no matter where I go," said Ms. Vaphides. "The image of the light changing during my quiet mornings stays with me all day, and I come back to that peacefulness any time I need it."

This peace, it turns out, has a lot to do with our physical response. "When we're in silence, our brains and bodies react similarly to when we meditate," said Dr. Lauraine Hollyer, a clinical psychologist, in a phone interview. "Cortisol, which is associated with stress, decreases in the bloodstream. Blood pressure, breathing rate, and heart rate also decrease. We can concentrate and recall more easily."

When I first encountered silent breakfast, in 2019, it was easier for many of us to avoid ourselves by running through our own lives. In 2020, with nowhere to go and much less to do, I refocused on silent breakfasts. I made a date with myself every morning and guarded my time against the inevitable digital intrusions. I worked on being my own company, on treating myself like I'd treat a guest, on asking myself questions. I focused on what was in front of me, which allowed me to face each tumultuous day with a stronger sense of calmness and acceptance, relatively speaking. I started to crave my quiet reconfiguration every morning.

As quarantine dragged on and loneliness became a real concern, I realized that silent breakfast unexpectedly helped me navigate that, as well.

"When I feel lonely, there's always this sense that I need something external to fill it: another person or another engagement or to go somewhere," said Barbara Vacarr, the chief executive of Kripalu.

She added an important point for those without much time for themselves because of child care or other obligations: "There's no doing this to perfection, that's not the point. The point is choose a day or a few days a week maybe and see how best to integrate the practice into your daily routine."

When her daughter's family moved in with her during the pandemic, it significantly altered Ms. Vacarr's silent mornings, for example. So sometimes, she retreats to her bedroom with tea. Other times, she tries to include her three young grandchildren.

"It doesn't last long at all, but children love ritual," she said. "Having silent breakfast together becomes our special event."

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Silent breakfast is a wellness practice that is helping some people cope with the pandemic. "I don't meditate so I look to other parts of my day to become meditative, including my coffee and breakfast routine," Nina Zorfass, 30, a New York City resident who works in marketing, wrote in an email.

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Online training, professional development, and classes proven to improve physical, mental, emotional, and social health.
To get started, what age group do you work with?

We are committed to accessibility, equity & justice.

Yoga Ed. is dedicated to making the tools of yoga & mindfulness accessible by, relatable to, and available for all. We believe that yoga & mindfulness separated from social justice becomes just another distraction.

We are a global movement with 20 year history.

Over the past 20 years, our programs have reached 6 continents, 46+ countries, 12K+ schools, 79K+ educators, and 15M+ students.

Since 1999, we have certified thousands of individuals in the art and science of teaching yoga and mindfulness worldwide.

We partner with schools, non-profit, and for-profit organizations to sustainably improve the health and wellness of communities.

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Online training, professional development, and classes for educators, health care professionals, yoga instructors, and anyone inspired to bring the benefits of mindfulness and yoga to youth in their lives. Online and on-site programs for kids yoga, teens yoga, and yoga in schools.

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Bring out the artist inside you with the Zentangle Method. An easy-to-learn, relaxing, and fun way to create beautiful images by drawing structured patterns

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Greetings! I'm Linda Farmer, a Certified Zentangle Teacher (CZT®). TanglePatterns.com was created over a decade ago in May of 2010 to serve and network the Zentangle® community with new tangles and great creative resources.

A very warm welcome to you, you are certainly among friends. Tanglers are a wonderful, generous and sharing community. I hope you enjoy the site and are inspired by the tangles and many useful resources you find here. Please feel free to add your thoughts in the comments on any page and join in the community.

If you are new to the Zentangle art form, I suggest you visit the ZENTANGLES > WHAT IS A ZENTANGLE page (top menu bar) first to get an idea of the focus of TanglePatterns. On the ABOUT > HOW TO USE THIS SITE page you'll find helpful suggestions for using the site.

Here's another resource that's handy for newcomers - Exploring TanglePatterns. Be sure to check out the rest of the pages on the menu at the very top of every page - there's a wealth of information there you'll want to see. Also, don't miss the TUTORIALS tab on the pink alphabetic tangles menu bar.

I've also added an FAQ page on the "About" menu that may answer any other questions you might have.

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Enter your email address. Double check you haven't made a typo. It happens more often than you'd think.

If you entered your email address correctly you will immediately receive a "Thank you for subscribing" email from FeedBlitz on my behalf.

Have a good look around, there are lots of great tangles here ... and ... happy tangling!

NOW AVAILABLE in PAPERBACK or as a KINDLE EBOOK!
The fabulous hardcover, and now softcover or digital ebook by Zentangle's co-founders, Zentangle PRIMER Vol 1.

"Absolutely the best Zentangle Book yet! As an accomplished artist I used to think I did not need instruction on this art form. How wrong I was! My tangling improved by leaps and bounds after reading this book.

If you think you have Zentangle down then you need this book more than ever!" ~ Kris H

Below you will find all the articles posted on the site with the most recent listed first. Enjoy!!

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Greetings! I'm Linda Farmer, a Certified Zentangle Teacher (CZT®). TanglePatterns.com was created over a decade ago in May of 2010 to serve and network the Zentangle® community with new tangles and great creative resources. A very warm welcome to you, you are certainly among friends. Tanglers are a wonderful, generous and sharing community.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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The Emotional Basics

Children learn about face and body clues in order to understand what emotions look like.

Breathing

Studies show that deep breathing brings more oxygen to the brain and has a measurable physiological impact.

The Emotional ABCs Toolbar

The Emotional ABCs Toolbar shows children how to quickly figure out what they are feeling (Pause), why (Rewind) & how to make a good choice (Play).

The Emotional Playbook

Children are given a reference book of good choices to draw from during everyday situations. Children learn potential "good choices" from a Playbook of options.

Moodlandia

In Moodlandia, children bring all their new skills together by guiding Moody through everyday scenarios.

Games, Fun & Extras

All lessons lead to My Board where children see rewards they have earned and can play unlocked games.

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What if your child could have a better day...EVERY day?

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Empower your child with better social-emotional skills! Learn why Emotional ABCs is used by parents & schools worldwide to improve social emotional learning.

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COVID 19 Ripple Effect: The impact of COVID 19 on children in NYS

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COVID 19 Ripple Effect: The impact of COVID 19 on children in NYS

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A new analysis estimates that COVID-19 has led to severe, long-lasting, and racially disparate repercussions on children under age 18 in New York State. These include children who have lost a parent or guardian or who have entered poverty or are near poverty as a result of the pandemic.

Conducted by United Hospital Fund and Boston Consulting Group, the analysis estimates that between March and July 2020, 4,200 children experienced a parental death; and 325,000 children have been pushed into or near poverty as a result of the pandemic's economic downturn.

This analysis is broken out in two parts, which can be downloaded on this page. Part 1 highlights the impacts of parental death on New York's children. Part 2 addresses COVID-19's poverty-related effects and broader economic implications. Also available for download on this page is a look at county-specific data in New York State, as well as a literature review.

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COVID-19 Ripple Effect: The Impact of COVID-19 on Children in New York State | United Hospital Fund

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A new analysis estimates that COVID-19 has led to severe, long-lasting, and racially disparate repercussions on children under age 18 in New York State. These include children who have lost a parent or guardian or who have entered poverty or are near poverty as a result of the pandemic.

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Positive affirmations foster optimism and confidence.

In fact, research has proven that regularly practicing affirmations has many mental and physical benefits, including decreasing stress and rumination, boosting feelings of optimism, and strengthening resilience.

They can even help improve performance in sports, academics, and career endeavors.

What are positive affirmations?

Affirmations are positive statements or mantras that you repeat to yourself, either silently or out loud.

They are intended to help you reach a goal, change a mindset, improve self-esteem, boost your confidence, or improve your health.

When they are repeated consistently, positive affirmations can help "rewire" your brain to support the changes you are hoping to achieve by using them.

In fact, you can use affirmations in any situation in your life where you want to improve or make a positive change.

Positive Affirmations for Kids

But affirmations aren't just for adults - children can benefit from using positive affirmations too to foster a mindset of optimism and success.

Kids affirmations instill creative thinking, strengthen the little ones' self-esteem and allow them to become adults with a growth mindset and positive habits.

But how can you seamlessly integrate affirmations into their everyday life?

As a parent or a teacher, teaching children to think positively and use positive mantras is a gift that will serve them throughout their lives.

By practicing affirmations, children will learn to use their inner mental resources when they are met with challenges and difficulties.

As an adult, you can encourage children to remember positive beliefs and goals every day by creating an affirmation board or affirmation cards they can use whenever they need a boost.

Affirmations for children should be as compelling and straightforward as they are for adults.

If you don't know where to start with affirmations for kids, or you're just looking for some inspiration, we've got you covered.

We have curated a list of 125 empowering positive affirmations for kids to help them feel great about themselves and reach their goals.

I am smart, amazing, and powerful.

I don't need to worry. I can try again.

I can do more than I believe.

My dreams will come true.

I am great today, and I will be even greater tomorrow.

My heart is full of kindness and courage.

Every day my life is better and better.

I am worthy.

I love myself.

I create my life just the way I want it.

I am creative and bright.

I am happy.

My family and friends are always there for me.

I overcome challenges easily.

Learning is fun!

I am unique.

I love the world around me.

Everything I do matters.

I am extraordinary.

I am deserving of happiness and love.

I will succeed.

The sun will shine again tomorrow.

I bring joy to everyone around me.

I do my best every day.

I am responsible.

My memory is fantastic.

I am a fast learner.

I always offer others a big smile.

Failure is my teacher, and I learn from it.

No one knows everything, but I learn as much as I can every day.

Words can hurt others so I only think and say good things.

I am free to choose who I want to be.

It will all pass. Happiness is around the corner.

I always find the bright side of anything.

I trust myself.

Whatever it is, I can do it.

Today is a beautiful day.

There is beauty in everything around me.

I discover new things everywhere I go.

I am gentle with everyone, including myself.

I love to try new things.

The person I am today makes me proud.

My decisions and thoughts are positive.

It's okay to ask others for help.

Every moment is special.

I am patient and calm.

I am free to express my ideas.

Everyone is different and that's amazing!

I am happy to help others.

Nature is my friend.

I can solve any problem.

I have wonderful friends.

I am thankful for everything I am and have.

I am optimistic every day.

I am powerful and courageous.

I have confidence in me.

I am talented.

A lot of great things are still to come.

I respect others and they respect me.

I can always start again.

I believe.
More Related Articles: 119 Of The Most Positive, Uplifting Affirmations For Women 50 Of The Best Growth Mindset Quotes For Kids And Teachers 65 Short Positive Quotes To Brighten Your Day
It's okay to cry.

Everything will work out.

Everything I do creates a happier and healthier life.

I like my differences, and I like the differences in others.

I have the courage I need to face my fears.

I forgive myself, and I know I can always improve.

I always choose compassion over anger.

I let my heart guide me.

Life is full of miracles and wonders.

Even if people are rude to me, I choose to be nice and polite.

My family is proud of me.

I love my family and friends very much and they love me too.

I am honest and open-hearted.

I am dedicated and persistent.

The world is full of infinite possibilities.

I am cheerful and energetic.

I look forward to what is to come.

I transform any day into a fantastic day.

I am patient with myself.

I am a hero.

My body, heart, and mind are beautiful!

I am a great listener.

My imagination and knowledge are always growing.

I forgive others because everyone has their own difficulties.

I'm thankful for receiving, and I am glad to give.

Challenges help me grow.

I freely share my thoughts and emotions with my family.

I enjoy being myself.

Who I am is more than enough.

I can change anything.

I am fun and friendly.

I am good at anything I set my mind on.

I am full of dreams and ingenious ideas.

Every day is a new opportunity.

I learn something new every day.

If I keep on trying, I will make it next time.

I am growing strong and tall like a big oak tree!

Practice and effort make anything possible.

I choose to think and feel only good, positive things.

I make a difference in this world.

Everything I say is meaningful.

I deserve to be heard and respected.

If I can't do this yet, I will learn it and do it tomorrow.

I embrace myself just the way I am.

Life is beautiful.

My positive attitude creates a better world.

My own choices determine where I'm going next.

I am bigger and stronger than my fears and mistakes.

Step by step, I get closer to my dreams and goals.

I am becoming a better person every day.

I am an attentive student.

I enjoy going to school and learning new things with my teachers.

I love helping my teachers and classmates create a better school for all of us.

If I look hard, I can always find a solution to any problem.

I conquer difficulties and keep moving forward.

I overcome bad days with hope and optimism.

I am excited to explore the unknown.

I take my time learning and improving myself.

I believe life always brings me wonderful things.

I love and embrace people just the way they are.

I have faith in myself.

How to Use These Positive Affirmations for Kids

There are so many creative ways for children to use positive affirmations.

Click on the image below to download the full list of positive affirmations for kids (PDF).

The most important part of using affirmations is consistency.

Ask your child or students to choose one affirmation each week to focus on.

Then you can use a variety of activities to reinforce the positive statement so the child won't get bored by simply repeating the words every day.
Here are some ideas:

Have the child look in the mirror while saying the affirmation out loud.

Create affirmation cards by asking the child to write positive statements on index cards.

Print coloring pages or printables with positive affirmations for children to color.

Try a rock painting activity where kids paint their favorite affirmations on smooth river rocks.

Have your child write the affirmation on sticky notes and put them around the house (or classroom).

Create an affirmation jar filled with small slips of paper with different affirmations related to the main mantra.

Ask children to sing their affirmations, making the activity fun and memorable.

Design a weekly affirmation log and checklist to help remind kids to repeat affirmations.

Since kids have short attention spans, try to keep the affirmation activities short and fun.

You might choose a specific time of day to practice affirmations so that you cement a regular habit with your child or students of practicing them daily.
What are your favorite positive affirmations for children?
You can do it.

And so can your children.

Explore and create your own list of positive affirmations alongside your kids, and show them how you put your own self-talk into practice.

Remember to establish and constantly maintain a line of open communication to find out how their affirmations influence them.

Kids affirmations are the tools your children need to enjoy a more positive life and grow into kinder, braver, more creative, and emotionally intelligent adults.

Wouldn't the world be a much better place if all children could grow up like this, believing in their potential and knowing that they matter? So why not spread the word?

Reach out to other parents and teachers by sharing this article on Facebook or Twitter, pinning it to your Pinterest or adding it to your Pocket.

May your optimism and confidence influence everything you - and your children - do today.

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125 Positive Affirmations For Kids To Help Them Grow Up Happy and Confident

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Positive affirmations foster optimism and confidence. In fact, research has proven that regularly practicing affirmations has many mental and physical benefits, including decreasing stress and rumination, boosting feelings of optimism, and strengthening resilience. They can even help improve performance in sports, academics, and career endeavors.

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Classic Books that can help teach mindfulness

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Classic Books that can help teach mindfulness

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In recent years, there has been an explosion of books for kids about mindfulness and contemplative practice. Many of these wonderful books are explicitly about discovering the present moment, impermanence, equanimity, and other similar concepts. The best of these books are deceptively simple. Many have few words or a single, simple idea. The most elegant ones do not resort to preachy exposition.

Some of the most insightful lessons, however, come from books that are not actually trying to teach mindfulness! Just as mindfulness has been around for a long time, so too have picture books that convey mindful messages. In many cases, we just never noticed these lessons before. As parents, and children's book authors ourselves, we have discovered that many of the best books about mindfulness are often just the best kids' books.

With this inspiration in mind, we've put together a list of classic children's books with profound lessons on mindfulness. We hope you'll share your favorite classics with us, too.

1) The Snowy Day

By Ezra Jack Keats, Puffin Books

The Snowy Day takes readers on a journey with a boy as he explores his neighborhood after a recent snowfall. How is this story mindful? The simple rhythm, the heightening and highlighting of the senses ("crunch crunch crunch" through the snow) bring us into the moment, while the sheer joy, awe, and intentional curiosity of nature's beauty and surprises in the midst of the city all evoke mindfulness. This brightly illustrated book is so sensory-the boy smacks a tree with a stick, then drags the stick though the snow, all before relaxing into a warm bath-that the reader can almost experience the day alongside the boy. By the end we have been transported to that feeling of waking up to a still, quiet snow blanketing the busy city, and the coziness of thawing out upon returning home.

2) The Missing Piece

By Shel Silverstein, HarperCollins

Shel Silverstein has many classics that teach compassion, emotional intelligence, humor, and so much more. The Missing Piece, told in minimal text with Silverstein's trademark line drawings, tells the tale of a circle who is missing a pie-shaped piece. The circle ambles through the countryside, singing and observing, when, at long last, it finds its missing piece: a slender triangle that fits just right. Yet, once whole, the circle can no longer sing (the piece is in the way), and it now rolls too fast to smell the flowers or truly look at the butterflies. The circle decides that it is happier without the piece, and the two go their separate ways.

For us, this books shows us how we all have a missing piece or two, but those imperfections are what make us human. If we try to "fix" all those qualities that we see as our flaws, then we are no longer true to who we are. Maybe you have to read it to understand what we are talking about.

3) The Important Book

By Margaret Wise Brown and Illustrated by Leonard Weisgard, HarperCollins

While Margaret Wise Brown is best known for her timeless Goodnight Moon, The Important Book is a quirky little story that explores the essence of everyday things in elegant, almost haiku-like prose. One page reads, "The important thing about the sky is that it is there. It is true that it is blue and high, and full of clouds and made of air. But the important thing about the sky is that it is there." On the first reading, it may seem obvious, but only after frequent revisiting does the book's profound lessons become apparent. It encourages readers to meditate on the true essence of everyday things-the sky-ness of the sky-without preconceived judgments clouding our view. The rhythm of the book sticks with you long after the kids have gone to sleep, inviting you to continue pondering: What is the true essence of the sun? The floor? This screen? Bonus: A posthumous follow-up illustrated by Chris Raschka, Another Important Book, is a sweet variation about growing up.

4) The Lion and the Little Red Bird

By Elisa Kleven, Puffin Books

A good friend and colleague, Susan Greenland, suggested The Lion and the Little Red Bird as a mindful book for children. The tale of a bird admiring a lion with a mysterious, color-changing tail is perfect in so many ways. It is just the right length, traces one main story and idea, includes beautiful pictures, and uses language that is straightforward, yet descriptive. The prose captures the vibrancy of the natural world, and teaches readers through the example of a simple act of kindness. The book ends with the bird and lion becoming friends and sharing their essential gifts with one another.

5) "Alone"

6) "At Evening"

By Arnold Lobel, HarperCollins

Arnold Lobel was a childhood favorite for us, so we had to include not one, but two of his humorous tales of friendship and feelings in this list. Our children love to read about the inspiring friendship between Frog and Toad, most mindfully as it plays out in the story, "Alone." As Frog chooses to enjoy time by himself, Toad grows concerned about Frog being unhappy. The story closes with an image of appreciation both for friendship and the beautiful summer day, with "two close friends sitting alone together."

Another favorite is the quirky "At Evening," from the adventures of Grasshopper on the Road. As other insects look on in confusion, Grasshopper takes his time to truly enjoy his journey and gives himself a rest when he needs to, rather than focusing on his destination.

7) The Story of Ferdinand

By Munro Leaf and Illustrated by Robert Lawson, Puffin Books

We both remember this book vividly from our own childhoods. In The Story of Ferdinand, Ferdinand the bull is happiest under a cork tree, smelling the flowers. When he is stung by a bee, his fierce reaction leads a bullfighter to take him to the city to fight before a crowd. But when Ferdinand gets into the bullring, all he wants to do is sit and smell the flowers. Our own parents' generation, who protested the Vietnam War and helped to popularize mindfulness, rediscovered this classic from the 1930s with its message about peace and nonconformity.

While we identified with Ferdinand as kids, gazing at the clovers in the outfield instead of keeping our eye on the game, we both remember finding this book a bit frightening (Chris) and sad (Olivia). Rereading it as adults, we resonate with the simple imagery of sitting beneath a tree and smelling the flowers as the clouds drift by.

The glitter jar represents the mind settling. It's a great afternoon activity that your kids can keep coming back to as a mindfulness practice. Read More

Teaching children how to bounce back from adversity starts with modeling our own mistakes and how we forgive ourselves for them. This expert Q&A with Sharon Salzberg, Dr. Chris Willard, and Dr. Mark Bertin explores what it means to go through the muck instead of around. Read More

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7 Classic Children's Books That Teach Kids Mindfulness - Mindful

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In recent years, there has been an explosion of books for kids about mindfulness and contemplative practice. Many of these wonderful books are explicitly about discovering the present moment, impermanence, equanimity, and other similar concepts. The best of these books are deceptively simple. Many have few words or a single, simple idea.

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When we teach mindfulness to kids, we equip them with tools to build self-esteem, manage stress, and skillfully approach challenges. Explore our guide on how to introduce mindfulness and meditation to your children—at any age.

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Stop, Take a breath, Observe and Proceed

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Cognitive Behavioral Therapy Los Angeles

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STOP is an acronym for a practice that is primarily used to inject a little mindful experience throughout your day, whenever you need it most. Even after a good mindfulness meditation in the morning, it's easy to quickly get caught up in all of the stresses and activities of daily life. By applying mindfulness to these experience during your day, your mind will be on autopilot less, and you'll be able to check in with how you are feeling, what you are thinking, and what behavior you're engaging in.

STOP acronym stands for:

S: Stop. Whatever you're doing, just pause momentarily.
T: Take a breath. Re-connect with your breath. The breath is an anchor to the present moment.
O: Observe. Notice what is happening. What is happening inside you, and outside of you? Where has your mind gone? What do you feel? What are you doing?
P: Proceed. Continue doing what you were doing. Or don't: Use the information gained during this check-in to change course. Whatever you do, do it mindfully.

By occasionally reminding yourself to stop during your day, you can increase your awareness of what is going on around you and inside you. You may stop and notice you are engaging in a lot of negative self-judgments. Using STOP may help you recognize when your body is becoming tense, and allow you to correct it before you are in pain. You might find that you're hungry, or that a break might be helpful. The more you STOP during the day, the more you re-engage with reality, and disengage from the habitual busyness of your mind. Click here for more information about mindfulness-based therapies.
Cognitive Behvaioral Therapy Los Angeles is a therapy practice of expert psychologists with the highest level of training and experience in providing evidence-based treatment. To ask a question or schedule a consultation to determine whether CBT is right for you, click the button below.

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Mindfulness STOP Skill - Cognitive Behavioral Therapy Los Angeles

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The mindfulness STOP skill is a useful way of introducing mindfulness into everyday life. Learn how to do it here.

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Stop, Take deep breath, Observe, Proceed

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Mindfulness Exercises for Kids in the Classroom - Waterford.org

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Use these 51 mindfulness activities to help children recognize and manage their thoughts, emotions, and actions—all important SEL skills.

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Mindful Kindness with Barbie and Eve (Headspace)

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Mindful Kindness with Barbie and Eve (Headspace)

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5 ways to teach mindfulness to kids

Of course, you can always ask your kids to join you in your meditation practice. But there are plenty of other mindfulness activities for kids that can also have a big impact. Just remember: It doesn't really matter which activity you choose. The most effective way to teach children about mindfulness is to practice it yourself. After all, kids are constantly watching how their parents act and what they say, soaking up information like sponges. That's why modeling a regular meditation practice can go a long way in helping them to establish their own mindfulness habits. Here are 5 different ways to teach your child mindfulness:

Breathing. Focusing on the sounds of their own breath and motion of their bellies rising and falling helps children learn to be in the present moment. Here's an idea that's particularly fun - and effective! - for young children. On the inhale, tell them to pretend they're smelling something yummy, like their favorite flower or chocolate brownies in the oven; on the exhale, they can pretend to blow out candles. And, if your child can't sit still for more than a couple of minutes, don't sweat it: start with 10 breaths and over time, build up to several minutes.

Create a mindful bedtime ritual. A regular mindfulness ritual at the end of the day can help your child to calm their body and reflect on their day. One way to do this is with a short body scan: Have your child close their eyes and focus on their head, arms, belly, etc., working their way through all the body parts. Or, you can do a simple gratitude meditation by having them share one thing they are thankful for.

Take a walk. This activity is not only a great way for kids to practice mindfulness and notice the present moment, but they also get exercise and fresh air. On the walk, take a few minutes to be completely silent and pay attention to all the sounds that you hear: passing cars, wind rustling dry leaves, a dog barking. Afterwards, talk about what you and your child heard, and how that made you both feel.

Eat a snack ... mindfully. Mindful eating is a practice that engages all five senses, and it's fun and easy to do. Before eating the snack, ask your kids to think about its appearance, shape, size, color, smell, and texture. Then, when they place it in their mouths, think about the sensation and the process of eating it. By learning to slow down and notice food, kids are more likely to savor it, digest better, and enjoy the meal more.

Meditate together with Headspace. It's critical to introduce meditation and mindfulness at an early age, which is why Headspace offers fun, engaging activities that teach kids the basics of mindfulness. These activities involve everything from breathing exercises and visualizations to focus-based meditation. And because different exercises work best for different ages, Headspace offers customized sessions for three age groups: 5 and under, 6 through 8, and 9 through 12.

Try a kids meditation:

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Mindfulness Activities for Kids - Headspace

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Of course, you can always ask your kids to join you in your meditation practice. But there are plenty of other mindfulness activities for kids that can also have a big impact. Just remember: It doesn't really matter which activity you choose. The most effective way to teach children about mindfulness is to practice it yourself.

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The Listening Game  | Cosmic Kids Zen Den - Mindfulness for kids

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Superpower Listening | Cosmic Kids Zen Den - Mindfulness for kids

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Gratitude journal prompts for kids (and writers of all ages) -In today's fast-paced world, sometimes it's tough to slow down and appreciate all the wonderful things in our lives. However, practicing gratitude is a great way to help kids see how great life really is. Plus...

Writing about gratitude has been shown to improve mood, reduce anxiety, and generally increase happiness levels-and it's also simply a nice thing to do.

Yes!

With that in mind, we've created 35 fabulous gratitude journal prompts for kids - and for students in all grades, really - to use in your classroom this year.

Some Wonderful Benefits of Gratitude

In addition to the reasons listed above, further benefits of gratitude include feeling better about life overall, being kinder and more generous to others, and sleeping better. So yeah, teaching kids about gratitude is important - particularly as kids transition into the tween and teen years.

Between hormones and increased social pressures, it's easy for young people to get overwhelmed and feel like their lives are ruined over even small things.

However, taking time to actively practice gratitude and to stop and appreciate what they do have can give students some much-needed perspective - and in some cases, even a new outlook on life.

Hooray for a Regular Practice of Gratitude

Now....

As kids reflect on their own experiences with receiving and offering gratitude, they will better understand the importance of showing appreciation and focusing on positive things. And...

As they stretch their brains to consider some of the often-overlooked things they are thankful to have in their lives, they'll develop a deeper sense of gratitude for their own good fortunes.

Of course, you can use this list of gratitude journal prompts for kids in any grade to help them see just how much there is to appreciate in life. These prompts can also be used in the classroom as conversation starters and will, no doubt, have a positive impact on your kids.

Ok, grab a notebook and get to using and enjoying this list wonderful list of gratitude journal ideas.

35 Gratitude Journal Prompts for Kids

How often do you stop and think about what you are grateful for? How could you do this more often?

How do you feel when someone shares their gratitude for you or something you've done?

Write about a time when you thanked someone and you could tell it made them really happy.

Why is it important to practice gratitude?

Do you ever find it difficult to be grateful? Why or why not?

Think of something good you did for yourself recently and write yourself a thank-you note.

Write a thank-you note to a friend for the part he or she played in a special memory.

Write a thank-you note to your parents for any topic of your choice.

Write a thank-you note to your most prized possession for the purpose it serves in your life.

Write a thank-you note to someone you don't know well who impacted you recently.

Make a list of all the people you are grateful to have in your life. Then, choose one to write about in detail.

Make a list of physical capabilities you are grateful to have. Then, choose one to write about in detail.

Make a list of aspects of nature you are grateful to be able to experience. Then, choose one to write about in detail.

Make a list of things your parents have done for you that you are grateful for. Then, choose one to write about in detail.

Make a list of things about school that make you feel grateful. Then, choose one to write about in detail.

What are some good ways to show your gratitude when someone does something nice for you?

Describe the feeling of gratitude with as much detail as you can. Use adjectives and metaphors to be as creative as you wish!

Write about a time when someone expected you to be grateful but you weren't. What happened? How did you handle the situation?

Write about a time when you had to express gratitude for a gift you didn't really like. What did you say or do?

Write about a time when someone failed to show their appreciation for you. How did that make you feel?

Try keeping a gratitude journal for a full day and record as many items as possible. Then, at the end of the day, write about your experience.

Make a list of 100 things you are grateful for. Then, write about whether or not it was tough to come up with that many items.

Make a list of things you often take for granted but that you are very thankful to have. What are some ways that you could try to recognize these things more often?

Make a list of experiences in your life you are grateful to have had. Then, choose one to write about in detail.

Do you think you would benefit from keeping a daily or weekly gratitude journal? Why or why not?

Write about a time when you had trouble expressing the depth of your gratitude. What did you do?

Why is it so important to show our gratitude to others? What happens if you fail to do so?

Does practicing gratitude ever change your mood or outlook? Describe your experience.

Write about a time when something made you unhappy-but you eventually came to feel grateful for it in the end. What caused your perspective to change?

Do you ever find it difficult to feel gratitude? Why or why not?

Make a list of things that exist in the world that you are grateful for. Then, choose one to write about in detail.

Make a list of basic necessities that you are grateful you don't have to worry about. Then, choose one to write about in detail.

Make a list of lessons you are grateful to have learned. Then, choose one to write about in detail.

Make a list of experiences you are grateful that you will have the opportunity to have in the future. Then, choose one to write about in detail.

Make a list of things you were grateful for as a child. Then, choose one to write about in detail and describe why it was so meaningful to you.

I hope you enjoyed this list of gratitude journal prompts for kids.

191 MORE Free Journaling Prompts

A Few Closing Thoughts

Students often find that it is easy to focus on negatives - you may find that a daily gratitude journal can help kids develop an "attitude of gratitude". Thanksgiving is often a time where one focuses on gratefulness; gratitude activities can be incorporated into the classroom year-round, not just during the month of November.

Oh, and in the list of gratitude journal prompts for kids above wasn't enough, you could have your writers get into a habit of gratitude by starting off their day by listing their recent accomplishments, and writing something about their emotions, blessings, or about their favorite thing. Yeppers, there are endless gratitude writing prompts to inspire your kids.

If you enjoyed these Gratitude Journal Prompts for Kids, please share them on Facebook, Twitter, and/or Pinterest. I appreciate it!

Ok, that's all for now. Thanks for reading. I'm grateful for you! 💜

Until next time, write on...

Sincerely,
Jill
journalbuddies.com
creator and curator

PS - explore these Tips for keeping a gratitude journal!

Now Offering You 17,000+ Prompts!

Hello! I'm Journal Buddies Jill. I am so happy you found my blog.

You have discovered an awesome resource of wonderful writing ideas and fabulous journal prompts. Take a look around, enjoy and write on...

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Discover 35 creative gratitude journal prompts for kids that will not only improve your child's mindset, but also boost their self-esteem and resilience #Gratitude #Journaling #Writing #JournalBuddies

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Three ways to "take a moment" to be grateful.....

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If you're an educator interested in developing students' social and emotional well-being, it can be hard to know where to start. Which social-emotional learning (SEL) program should you choose? Or would it be better to focus on mindfulness? Perhaps you've heard great things about both, and, in the end, don't they just do the same thing?

© Remains

The confusion is especially understandable given that research in both fields suggests some similar outcomes for students: increased academic achievement and well-being, less risky behavior, and better relationships with peers and teachers.

SEL and mindfulness, in fact, are two separate areas-that work great when taught and learned together. Thus, choosing one over the other may not actually be the best choice.

One of us ( Linda) has had a front-row seat in the development of both SEL and the practice of mindfulness in education, as a co-founder of the Collaborative for Academic, Social, and Emotional Learning ( CASEL) and other researched-based SEL and mindfulness programs. With over 40 years of experience, Linda has learned that both SEL and mindfulness may be necessary to truly make a difference in students' lives and in the world.

But how can they be integrated? The answer is that one works from the outside-in-and the other works from the inside-out. When the two come together in the mind of a student, the effect can be powerful.

The difference between SEL and mindfulness

To start, SEL uses an outside-in approach with a focus on teaching skills: a teacher introduces a skill such as recognizing an emotion or using "I" messages, the students practice it for a set amount of time, and then the teacher moves on to the next skill. SEL assumes that this process is enough to enable students to use the skill in all relevant, real-life situations.

Mindfulness, on the other hand, works from the inside out, drawing on the premise that each person has the innate capacity for relationship-building qualities such as empathy and kindness-a premise that research now supports.

By helping students become aware of and then embody the connection between their emotions, thoughts, and bodily sensations, students are better able to regulate their emotions, which then impacts things such as their behavior, stress levels, relationships, and ability to focus. In short, mindfulness practices connect students' inner and outer experiences and help them see the congruence between the two.

Cultivating in tandem

SEL and mindfulness, however, are each limited in their own way. Telling students to use an "I" message when they get angry doesn't guarantee that they will do so when their emotions are running high. And just because someone practices mindfulness doesn't mean they have the skills to resolve conflicts.

The limitation of SEL was really brought home to Linda when a male student who had been taught SEL skills through the Resolving Conflict Creatively Program lost control of himself. The boy had been serving as a conflict mediator in his high school when he heard balloons pop. By the third pop, he had shoved the student who was popping the balloons up against the wall.

The principal called Linda and said, "I don't know what went on here. I know he has these SEL skills. Now I have to suspend him and he'll never be a mediator again." When Linda talked to the student, she found out that at one point in his life he had had a loaded gun shoved into his mouth that thankfully didn't go off. She quickly realized that because balloon popping sounded like gunfire, the student had been emotionally triggered and lashed out.

So, even though this student knew how to mediate conflicts-a standard SEL skill, because his amygdala had "hijacked" him, he wasn't able to access those skills when he really needed them. If this student's training had included mindfulness, he would have been more likely to notice that something was going on in his body when he heard the balloons pop. With this awareness, he could have chosen to regulate his emotions through deep breathing or some other technique and then use the skills he had learned through RCCP.

On the other hand, children who just learn mindfulness without SEL skills may be able to calm their emotions in a difficult situation, but still make wrong choices when it comes to getting along with others. For example, students who are insecurely attached - meaning they haven't experienced a safe, trusting relationship with a main caregiver - might have a belief that, in general, people are not to be trusted; thus, these students may not possess the skills for forming positive relationships with peers and teachers.

Integrating SEL and mindfulness

When SEL and mindfulness are integrated, the five SEL competencies laid out by CASEL have more fertile ground in which to grow and ultimately be embodied by students and adults alike. For example:

Competency 1: Self-awareness Students' self-awareness deepens when enhanced by the mindfulness practices of focusing attention and self-compassion.

Competency 2: Self-management Mindfulness increases students' emotion regulation skills, which enhances their ability to resolve conflict more creatively or to say how they're feeling in an emotionally balanced way.

Competency 3: Social awareness Mindfulness increases students' empathy by helping them to regulate their emotions rather than get emotionally overwhelmed when faced with a difficult situation. As a result, their capacity to notice another person's suffering and respond to it increases.

Competency 4: Relationship skills Mindfulness increases compassion. Thus, when students practice SEL skills such as creating a win-win solution with someone who challenges them, they are doing so with more compassionate understanding.

Competency 5: Decision-making Mindfulness increases cognitive flexibility and creativity, which gives students a wider range of responses to challenging situations.

Being the change in the world

Ultimately, when taught and learned together, mindfulness and SEL have the potential to transform our communities and our world with the former cultivating the tendencies for compassion and ethical ways of living and the latter teaching the skills to make that happen.

Linda saw this potential while working with schools in New Orleans when the city was rated the highest in the country for daily shootings. One day when she was teaching students SEL skills, a siren went off in the school and all the children hid under their desks.

One child said to Linda, "Ma'am, Ma'am, please duck and cover. Please duck and cover." Linda then realized that there was a free-for-all shooting happening outside and that the bullets might come in through the classroom windows. The shock of the situation made Linda wonder if there was truly any value in the skills she was teaching to these children.

Later, she asked this group of fifth grade students, "How many of you have been using these skills?" and they all raised their hands. But then one child said, "You know, it's very sad. We're using these skills, but then we go outside and we see terrible things. I saw someone get killed yesterday." Then Linda asked all the students, "How many of you have ever seen somebody get killed?" Again, every hand went up.

But then another child raised his hand and said, "Wait a minute, I just thought of one thing. I realize that even though those bad kids and bad adults are out there, pretty soon we are going to grow up and we're going to be those adults. And that's where it's going to change. That's how it will change for good."

And that is how it will change for good.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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How SEL and Mindfulness Can Work Together

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When taught together, social-emotional learning and mindfulness can have even greater impact on both individuals and the world around us.

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RULER is an evidence-based approach to social and emotional learning (SEL) developed at the Yale Center for Emotional Intelligence, where Marc Brackett is the founding Director.

RULER supports entire school communities in understanding the value of emotions, building the skills of emotional intelligence, and creating and maintaining a positive school climate.

RULER aims to infuse the principles of emotional intelligence into the immune system of schools, enhancing how students learn, teachers teach, families parent, and leaders lead.

To learn more, visit https://www.rulerapproach.org/

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Developed at Yale; an evidence-based approach to developing EQ/ EI

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RULER is an evidence-based approach to social and emotional learning (SEL) developed at the Yale Center for Emotional Intelligence, where Marc Brackett is the founding Director. RULER supports entire school communities in understanding the value of emotions, building the skills of emotional intelligence, and creating and maintaining a positive school climate.

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The RULER Tools

RULER skill development relies on four core tools, which are introduced to all stakeholders in the school community-school leaders, teachers, staff, students, and families.

Charter: Builds and sustains positive emotional climates by creating agreed-upon norms for how people want to feel and how they can help each other to experience those feelings.

Mood Meter: Enhances self- and social awareness and supports the development of a nuanced emotion vocabulary and a range of strategies for regulating emotion.

Meta-Moment: Provides a process for responding to emotional situations with strategies that align with one's best self and that support healthy relationships and personal well-being.

Blueprint: Supports the development of empathy and conflict resolution skills by serving as a guide for reflecting on conflict and restoring affected communities.

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RULER is an approach to social and emotional learning (SEL) that teaches emotional intelligence to people of all ages, with...

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YouTube videos for teaching theory of mind/social skills

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YouTube videos for teaching theory of mind/social skills

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There are so many reasons why I love watching animated clips while working with my social kids: they are short (so you can stop-start to discuss and still get through it all in 30 minutes), they are engaging (so attention is typically not an issue) and they usually don't have much language (which means lots of opportunities to interpret facial expressions and body language).

I must have watched EVERY single short animated clip out there on YouTube and thought I'd compile my Top 10 that showcases a variety of perspectives and thoughts. If you haven't read my post about using YouTube in therapy, then have a quick read (and learn from my mistakes before you make them!). I'm sure you are already a Social Thinking® fan (an amazing teaching methodology created by Michelle Garcia Winner) so you can use these videos to help develop TONS of perspective taking concepts discussed in Thinking about You, Thinking about Me.

My biggest tip to get you started is to have some visuals of different feelings and emotions handy and/or a list of emotions if you are working with older students. When I didn't use visuals and probed 'how is he feeling?' I either got "I don't know" or one of the 'common three' emotions as I call them: happy, sad, angry. My go-to list for older students or those with stronger language skills is from Wikipedia as it categorises emotions and allows for a great discussion and vocabulary learning exercise ("is he angry or outraged?"). For younger students I use Thoughts and Feelings cards as I find that they really need something concrete AND visual. It works well to give a choice of 3 (e.g. "What is the man feeling: frustrated, angry or excited?) until they have consolidated the word meanings.

Mouse for Sale: This clip is about a mouse who looks different and is having a hard time being sold at a pet shop. It has some lovely 'eyeball' moments where we use our arrows to see what characters are thinking about. I also love getting my kids to 'think with their eyes' from a Social Thinking® perspective and tell me what might happen next.

This is particularly lovely if you have girls in your social group as it's about a tone-deaf princess (who has the most awful voice) and is really quite unaware that her singing is terrible (she's not checking in!)
Draws great parallels to your students who might also be missing a lot of social cues and there is a particularly great scene where they use a thought bubble.

Playmate: I like this clip to teach that other people are thinking about our actions. A boy starts to mistreat his toy robot when he gets a new friend - has a great range of emotions and feelings.

For the Birds: I love this clip because it can reflect what happens with my kids in social situations - where a friendly bird is not really reading the other bird's facial expressions, body language, and thoughts. Fantastic 'eyeballs' capturing a range of emotions.

Partly Cloudy: This is great to whip out your thought bubbles for a lot of 'what is he thinking?' probes. It has some nice imagery for emotions when the cloud is sad (it rains) and angry (thunderstorms).

Carrot Crazy: This is another funny clip and I love exploring vocabulary with this. We rank emotions and see how feelings start to escalate (e.g. from annoyed-frustrated-angry-furious-outraged etc.) as two hunters battle it out to lure a hungry rabbit with carrots - has a very unexpected ending - I like to get my kids to predict what will happen next along the way.

Embarked: A boy moves house and his treehouse decides to follow him. Very good to use with thought bubbles and to explore different vocabulary other than 'sad'.

The Egyptian Pyramids: This is a bit of a funny one involving a camel and an architect who discover something new in Egypt with a few surprises and confusion thrown in for different thoughts and feelings. I also like to put speech bubbles next to the characters and voice what they might be saying.

Runaway: While this has some spoken language, I love the facial expressions and the eye gaze in this funny clip about a fridge that has broken and thinks his owner will replace him. A good clip for thinking flexibly about different scenarios.

What the Fly: A conductor of an orchestra has to juggle flies buzzing around him while trying to conduct. Good facial expressions, but the body language is fantastic as it directly impacts the music... when the conductor moves his hand fast, the music speeds up.

So now all you have to do is: 1. Save these videos to your YouTube playlist and 2. Get these Thoughts & Feelings Cards and you'll be set to explore the wide range of emotions (and thoughts) that are out there!

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10 YouTube Videos You Need for Social Skills Therapy - Adventures in Speech Pathology

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There are so many reasons why I love watching animated clips while working with my social kids: they are short (so you can stop-start to discuss and still get through it all in 30 minutes), they are engaging (so attention is typically not an issue) and they usually don't have much language (which means lots

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The Collaborative for Academic, Social, and Emotional Learning is helping make evidence-based social and emotional learning an integral part of education from preschool through high school.

Learn about the Fundamentals of SEL Learn more about SEL

Getting started with systemic implementation

Our SEL is strategically placed as a universal strategy to build resilience, cultivate protective factors, like strong relationships with peers and adults, and reduce stigma around mental health help-seeking.

Dr. Susan Bunting
Former State Secretary of Education

We need to address inequities in education and we need better pathways to success... [which requires recognizing that students' social and emotional learning] is just as important as their academic growth.

Miguel Cardona
US Secretary of Education

Learning should be inherently joyous. It should be a joyous pursuit, enabling all students to have fun and find their passions. It's the purpose of learning.

Dr. D'Andre Weaver
Superindentant

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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It was 6am on a cold crisp Monday morning...

The familiar sound of Ben's iPhone alarm pierced through the silence in the room.

He threw himself into the shower where a whirlwind of thoughts about the week ahead began to occupy his mind.

As he pulled his coat on and left for the front door, he finished the last bite of breakfast that he barely tasted, and washed it down with an equally tasteless cup of lukewarm coffee.

Commuting to work, Ben's mind whirred once more. What could go wrong at work this week? Would his manager give him more tasks than he could handle? He began to experience a tight knotting sensation in his stomach.

He sat down at his desk and muttered "good morning" to his colleagues, only half listening as they described their weekend activities to him.

The hours passed by and Ben's wish of the clock hitting 5 finally came true.

He made his dinner and sat down in front of the TV. His mind began to wonder once more, worrying about his next day at work. He wished away the rest of the week and tried to focus on the upcoming weekend.

As Ben climbed into bed, he found himself struggling to relax as a barrage of questions bounced around his mind.

Eventually, he managed to drift off to sleep. It was a state of relaxation, where he was completely at peace with no worries in the world.

What felt like a few seconds later, his peace was disturbed and he woke up once again to an all so familiar sound.

It was 6am on a cold and wet Tuesday morning.

Are You Living In The Autopilot Way Of Life?

Take a moment to ask yourself...
"How present am I in everything that I do during the day?"
How does the answer to that question make you feel?

Does it make you feel happy? Sad? Perhaps slightly confused or anxious?

How much of your day is spent like Ben, running on autopilot, wishing for 5pm, rushing from place to place doing task after task?

When was the last time that you sat down for breakfast and really tasted what you were eating?

When was the last time you put your head down on your pillow and fell asleep instantaneously, without a whirlwind of questions occupying your mind?

When was the last time you spoke to somebody and really focussed on what they were saying, their body language, and their expressions, without thinking about what you're going to say next?
These are all symptoms that you're living in the autopilot way of life.
Did you know that 48% of people's waking hours are spent mind wandering?

Yes, that's right.

48% of the time you are awake, your mind is wandering aimlessly.

That means you're literally spending half of your day thinking about random things, not what you should be focussing on.

This might sound funny, you might not even want to believe it, and that's fine.
But the truth is, if you're on autopilot then you aren't making the most of every moment in your life.
Life is simply too short to allow it to pass you by without making the most of it.

And all of this isn't to say you are unhappy or unsatisfied with your life.

You can be on autopilot and still live an extremely happy life.

What it means is that regardless of happiness, you aren't experiencing the most important moment of your life.

The Present Moment
"There is only one time that is important - NOW! It is the only time that we have any power"
-Le o Tolstoy
Experiencing life in the present moment can benefit you in a number of different ways:

The list goes on...

The point is that the only way to escape the autopilot way of life is to live in the present.

What Can I Do To Experience Life In The Present?

Experiencing the most important part of your life can be achieved easily through the daily practice of mindfulness.

A common misconception is that the aim of mindfulness is to clear the mind.

Mindfulness is about becoming more in touch with life as you are experiencing it. Practising mindfulness can transform everyday experiences and make them more vivid, fun, enjoyable and rewarding.

Becoming more mindful will enable you to:

Stop rushing through your days

To step out of the autopilot way of life

And to experience life in the only moment you can control, the present moment

How Can I Become More Mindful?

Mindfulness can be practised all day, every day - that is the true beauty of it.

You can cultivate mindfulness by focusing your attention on:

Your current thoughts and feelings

What you are currently doing

What those around you are saying and doing

Focus on what you're eating and drinking - how does it really taste?

Appreciating all of the small things in life

There are so many different ways to cultivate mindfulness it would be impossible to cover them properly all in one post. That's why we created the Pursuit of Mindfulness...

Here At The Pursuit Of Mindfulness Our Mission...

...is to raise awareness about mindfulness and provide the tools to guide you towards the mindful lifestyle that you deserve.

We publish useful, non-technical, actionable content for you in the form of blogs, videos, downloadable guides and cheatsheets to help you in your own pursuit of mindfulness.

If you want to stop living the autopilot way of life and start experiencing life in the present moment, then click here to start your pursuit, and learn 12 ways practising mindfulness can enrich your life.

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The familiar sound of Ben's iPhone alarm pierced through the silence in the room. He threw himself into the shower where a whirlwind of thoughts about the week ahead began to occupy his mind.

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Rainbow Relaxation: Mindfulness for Children

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4 minutes

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Mindful Ozzy introduces Mindful Listening (Pre-K to Grade 2)

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Be the Pond | Mindfulness for Kids | Cosmic Kids Zen Den

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Mindful Listening Mindful Listening makes all the difference.  * STOP - We STOP thinking what we are going to say. * NOTICE - We NOTICE our thoughts and fee...

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Series of daily mindfulness and yoga pose videos (18 videos as of this post)
Gives good background for reasons doing each pose/activity

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Mindful Activity of the Day #1: Mountain Pose

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Center for Child Trauma Assessment and Service Planning

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With your help, CCTASI can continue to improve our family focused webpages to make them more usable, informative, helpful, and effective to our network of youth and caregivers. Click on the link below to complete the 5 minute, anonymous survey.

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With your help, CCTASI can continue to improve our family focused webpages to make them more usable, informative, helpful, and effective to our network of youth and caregivers. Click on the link below to complete the 5 minute, anonymous survey.

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Adverse childhood experiences (ACEs) are categorized into three groups: abuse, neglect, and household challenges. Each category is further divided into multiple subcategories. Participant demographic information is available by gender, race, age, and education. The prevalence of ACEs is organized by category.

ACEs Definitions

All ACE questions refer to the respondent's first 18 years of life.

Abuse

Emotional abuse: A parent, stepparent, or adult living in your home swore at you, insulted you, put you down, or acted in a way that made you afraid that you might be physically hurt.

Physical abuse: A parent, stepparent, or adult living in your home pushed, grabbed, slapped, threw something at you, or hit you so hard that you had marks or were injured.

Sexual abuse: An adult, relative, family friend, or stranger who was at least 5 years older than you ever touched or fondled your body in a sexual way, made you touch his/her body in a sexual way, attempted to have any type of sexual intercourse with you.

Household Challenges

Mother treated violently: Your mother or stepmother was pushed, grabbed, slapped, had something thrown at her, kicked, bitten, hit with a fist, hit with something hard, repeatedly hit for over at least a few minutes, or ever threatened or hurt by a knife or gun by your father (or stepfather) or mother's boyfriend.

Substance abuse in the household: A household member was a problem drinker or alcoholic or a household member used street drugs.

Mental illness in the household: A household member was depressed or mentally ill or a household member attempted suicide.

Parental separation or divorce: Your parents were ever separated or divorced.

Incarcerated household member: A household member went to prison.

Neglect

Emotional neglect: Someone in your family never or rarely helped you feel important or special, you never or rarely felt loved, people in your family never or rarely looked out for each other and felt close to each other, or your family was never or rarely a source of strength and support.

Physical neglect: There was never or rarely someone to take care of you, protect you, or take you to the doctor if you needed it, you didn't have enough to eat, your parents were too drunk or too high to take care of you, or you had to wear dirty clothes.

1Collected during Wave 2 only.
Items were reverse scored to reflect the framing of the question.

Participant Demographics

Demographic information is from the entire ACE Study sample (n=17,337).
Note: Research papers that use Wave 1 and/or Wave 2 data may contain slightly different reports of participants' demographic information.
ACEs Prevalence

The prevalence estimates reported below are from the entire ACE Study sample (n=17,337).
Note: 3Collected during Wave 2 only (N=8,629). Research papers that use Wave 1 and/or Wave 2 data may contain slightly different prevalence estimates.
Note: Research papers that use Wave 1 and/or Wave 2 data may contain slightly different prevalence estimates.
Source: Centers for Disease Control and Prevention, Kaiser Permanente. The ACE Study Survey Data [Unpublished Data]. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention; 2016.

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Adverse childhood experiences (ACEs) are categorized into three groups: abuse, neglect, and household challenges. Each category is further divided into multiple subcategories. Participant demographic information is available by gender, race, age, and education. The prevalence of ACEs is organized by category. All ACE questions refer to the respondent's first 18 years of life.

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4.1. Mindfulness Practice and Instructor Training

Mindfulness instruction as a practice has taken on many forms, but MBSR is structured as a 26-h (eight 2.5 h sessions with 1 full day) involving mindful exercises, such as body-scans, mindful breathing, and yoga with meditation instruction, group discussions and encouragement of home practice [ 43, 104]. However, some programs have found effect with as few as 12-h of instruction, with no clear association between hours of instruction and effect size of post-MBSR effects, but studies are varied and limited in their duration of effect [ 105]. Britton et al. implemented a 15-min daily 6-week course in children, and Kalmanowitz et al. demonstrated that even a 4-day long intensive program in adults demonstrated benefit [ 52, 84].

There is no centralized credentialing required for teaching mindfulness. While there are certificate programs to become an MBSR instructor [ 106], many programs have branched off from Jon Kabat-Zinn's original model and even studies of mindfulness interventions vary in the qualifications of those implementing instruction to subjects. It is a further challenge to find practitioners that have completed both MBSR and trauma-informed training, and still further, rarely so with specific qualifications to work with youth. Importantly, even trauma therapists who offer mindfulness in practice, have varying degrees of self-practice that may impact their level of involvement [ 107].

There have been attempts at unique modifications to programming for children or those with special focused needs ( and ). Some studies have specifically involved instructors who have had years of experience specifically with children [ 78, 79, 80, 81, 82]. One study partnered a mental health therapist with adolescents in the community to co-facilitate a mindfulness meditation practice, though the study does not comment on the level of experience of the mental health therapist with mindfulness [ 108]. For mindfulness training implementation in schools, many programs have branched from the classic MBSR program as described by Meiklejohn et al., 2012 [ 109]. For example, The Mindfulness in Schools Project (UK based), based on MBSR, is one that has been studied with successful outcomes including fewer depressive symptoms in adolescents, and the Mindful Schools (US based) improved teacher-based perceptions of classroom behavior in a 6th grade public elementary school children [ 110, 111]. Many similar programs to The Mindfulness in Schools Project and Mindful Schools, as seen in , share in their methodology that mindfulness trained individuals lead practices in the school environment and also educate teachers to lead students [ 109].

Though many studies have administered mindfulness interventions to teachers, showing benefits for teaching work-environment and temperament [ 88], none have assessed associated student outcomes directly as a result of the teachers training in isolation. However, the training of teachers is a promising approach to improved classroom outcomes. One study cited by Gouda et al., 2016, showed that schoolteachers ( n = 82) had self-reported improvements in mood as well as measures of improved emotional regulation (decreased reactivity, increased compassion) as compared to controls, though the subjects were all female [ 112], and another showing decreased distress [ 113]. A smaller study ( n = 15) with similar outcome measures also suggested reduction in burnout [ 114]. Based on such studies, programs have launched to improve classroom learning environments such as the "Cultivating Awareness and Resilience in Education" Program [ 90]. Since, a larger combined RCT recently showed improvements in schoolteacher sleep and work satisfaction and decreased bad mood, but this was of a workplace mindfulness training not specific to educational environments [ 115]. Though only one small case study in preschool students showed decrease in negative social interactions [ 89], taken with the teacher trials, these studies suggest that it may be worth considering that future studies assess the effects and consider if training teachers alone may impact resiliency against ACEs. Therefore, perhaps implementation of programming for both students and teachers is ideal, as found by Gouda et al., 2016 in that both students and teachers showed improvement in interpersonal problems, and affect, whereas students also showed improved school-specific self-efficacy by specific developed self-assessment questionnaires [ 88]. It is important to keep in mind that lack of benefit of mindfulness in schools programs can be due to lack of teacher experience [ 116].

Even outside of the school, teacher-led environment, children are never cared for in isolation. It may be beneficial to consider methodology of mindfulness implementation that addresses their caretakers. Given that mindful parenting yields reduced parental stress, with increased parental warmth toward their children [ 10, 91], suggests that mindful parenting training should also be included in interventions for youth. However, many caretakers are involved in influencing children. As examples, one intervention partnered therapists with peer instructors, and another allowed time for individualized intervention for youth (average age 11.5 years) and their parents, then partnered them for family intervention [ 88, 108, 117]. The intervention to strengthen families ( n = 9) involved seven 2-h sessions with the first hour individualized between youth and their parents and the second hour for family training. It also allowed time for mindful parenting training with teaching and practice exercises on being mindful (attentive, reducing emotional reactivity, being less judgmental) [ 117], demonstrating how a holistic approach including caretakers, parents and children may be implemented.

The type and location of intervention taught varies tremendously in the literature. As discussed and seen in , many interventions are integrated directly into school curriculum [ 88], but also have been offered as extracurricular, in the clinic setting (primary care and specialty), during incarceration, and to parents [ 81, 82, 85, 87, 95, 108, 119]. Some offer mindfulness only as an addition to a structured and detailed training program with other included skillsets including cognitive therapy, behavioral therapy, resilience training for healthy behaviors, and meditation [ 6, 108, 119, 120]. There is no study to date that has compared settings, but variation may be dependent on population and outcome of interest. For example, if targeting improvements in mood dysfunction, this has been seen across settings by various different outcome measures for PTSD, depression and anxiety. Attention and behavior outcomes are more commonly measures in studies of school-based interventions, though importantly, there is no evidence that interventions outside of school would not produce effects in the school environment. Given the broad exposure to traumas and ACEs, and the generalizable benefits of mindfulness, mindfulness programs offered through school and/or primary care sites may be most suited to reaching the broadest population of children.

The methods of mindfulness implementation may vary given the diversity of existing academic curricula and environments for youth. Generally, schools offer the most appropriate environment to reach a broad spectrum of children across developmental stages, diagnoses, and socioeconomic circumstances, as well as stressor exposure [ 116]. Incorporation of mindfulness practice directly into the school curriculum addresses the suggestion of the school environment as a means to reach broad categories of children [ 78, 79, 81, 86, 88]. Examples of broad reaching implementations were postulated by Britton et al. who allotted half a semester on a course to mindfulness with the second half preserved for other curriculum and a mid-year switch of groups, or by Johnstone et al., who proposes to complete a study with a 2-semester health class incorporating eight weeks of mindfulness into the class [ 84, 121]. Kuyken et al. replaced studies in either religious studies or personal, social and health education, offering the idea that perhaps mindfulness could be offered as an elective course in the curriculum [ 83].

Though the school environment offers a promising delivery format for teaching mindfulness, other methods have been suggested. Home practice is one such model and may offer shorter study formats requiring as little as 5 min [ 122]. Some formats have even bridged home study with one-on-one in home training [ 95]. Clinic groups if advertised as a 'social' group rather than a 'stress management' group may pose another potential format [ 80]. To enhance participation regardless of the format studies have implemented facilitating transportation to class, reminder phone calls, and providing snacks, for example [ 123]. Other organizations are implementing mindfulness into women and children's shelters and community centers [ 124].

In school, home and clinic environments, a generalized training in mindfulness allows for broad population applicability, but individualized programs also may be helpful in certain specified populations. An example of individualization of mindfulness intervention methodology for a unique trauma exposed population was accomplished by a program that identified reactivity as a problem in incarcerated individuals and tailored the program "S.T.I.C". S.T.I.C. involves the following steps: stop, take a breath, imagine, and choose, allowing the mindfulness and attention to be directed at consequences and redirection of choices [ 119]. Though S.T.I.C. was individualized by targeting a specific population, personalization can also be accomplished in school or clinic settings by narrowing the target population such as by diagnosis or age. For example, one study clustered female students with any eating disorder history into a mindfulness program finding improved psychosocial outcomes relative to control by six months post-intervention [ 120]. Grouping by diagnosis has also been beneficial in the diagnoses of attention-deficit/hyperactivity disorder (ADHD), HIV, or psychiatric conditions [ 82, 85, 87], with incorporation of mindfulness into existing therapeutic interventions like cognitive or rehabilitation therapy, MBCT or MBRP, specifically. The RAP Club was offered exclusively to 7th and 8th grade students and catered to adolescent specific life challenges in the program design [ 108], whereas others incorporated simplistic terminology that can be applied to younger and older students such as, "FOFBOC: Feet on the floor and bum on chair", and "Beditation" referring to a body scan done while lying down [ 116]. Finally, mindfulness technique has been applied in combination with other therapies including sound and music, touch, walking, daily routines, and even "mindful texting" to allow for the inclusion of mindfulness in regular activities with the idea of "checking in" with the self as much as possible throughout the day [ 125]. For translating concepts of mindfulness to children, metaphors can be helpful and many children's books are available including those authored by Thich Nhat Hahn, a Buddhist monk who has helped bring the practice of mindfulness to western society with John Kabat-Zinn [ 126].

4.2. Trauma-Informed Care

Per the Substance Abuse and Mental Health Services Administration (SAMHSA) a program that is trauma-informed realizes trauma prevalence and its common adverse effects, recognizes signs and symptoms of trauma, responds with standard operating procedures, and seeks to resist re-traumatization. SAMHSA provides various examples of well-known trauma-informed intervention programs and they all include general principals of safety, connection and trustworthiness, collaboration, empowerment, and current and historical societal and cultural competency [ 127]. Formal mindfulness instructor training incorporates a number of these elements and lays the foundation for mindfulness as a trauma-informed care (TIC) practice.

In trauma-informed care, an intervention may be primary (preventive), secondary (reduction of severity and acuity of consequences), or tertiary (treatment of long-term sequelae) [ 128]. Though it is important for clinicians involved in intervention administration to be cognizant of the above principals of TIC, this does not necessarily mean that the specific stressors or traumas need to be identified for mindfulness to have a beneficial effect, though this has not specifically studied. There is a high prevalence of stress and trauma, with up to 34% of children in school reporting exposure to at least one trauma and evidence of post-traumatic stress even without a current diagnosis [ 8]. Further, it is known that abuse and trauma is underreported [ 129] and poorly recalled [ 130]. Even when reported, child memory of trauma can include intrusions or inaccurate recall [ 131], and symptoms of PTSD are often poorly recognized by parents [ 132]. In studies assessing previous trauma, methods of quantification vary widely from general indication of trauma domain to specifics of traumatic event(s). Further, PTSD may mask itself through generalized somatic complaints in children including trouble sleeping, low energy, stomach pain, dizziness, and headaches [ 133]. Taken together, these studies suggest that one cannot rely on always and accurately identifying the presence of traumatic experience in children. Yet, mindfulness may have an impact in children whether they report a trauma exposure, or not. Trait mindfulness is associated with resilience in face of adverse events, and is associated with strong cognitive abilities, and mindfulness interventions can reduce somatic manifestations of psychiatric undertones [ 6, 70, 71, 87, 134, 135]. In populations with high likelihood of ACEs, such as low-income urban areas, school-based mindfulness instruction provided to all students (primary prevention) has been shown to improve psychological symptoms and coping and to reduce post-trauma stress symptoms [ 79]. Therefore, mindfulness interventions that lead to enhanced coping and resilience can be beneficial when offered to all children regardless of specific identification of trauma exposure.

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The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma

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Mindfulness instruction as a practice has taken on many forms, but MBSR is structured as a 26-h (eight 2.5 h sessions with 1 full day) involving mindful exercises, such as body-scans, mindful breathing, and yoga with meditation instruction, group discussions and encouragement of home practice [ 43, 104].

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Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in childhood (0-17 years). For example:

experiencing violence, abuse, or neglect

witnessing violence in the home or community

having a family member attempt or die by suicide

Also included are aspects of the child's environment that can undermine their sense of safety, stability, and bonding, such as growing up in a household with:

substance use problems

mental health problems

instability due to parental separation or household members being in jail or prison

Please note the examples above are not a complete list of adverse experiences. Many other traumatic experiences could impact health and wellbeing, such as not having enough food to eat, experiencing homelessness or unstable housing, or experiencing discrimination.

ACEs are linked to chronic health problems, mental illness, and substance use problems in adolescence and adulthood. ACEs can also negatively impact education, job opportunities, and earning potential. However, ACEs can be prevented.

ACEs are common. About 64% of U.S. adults reported they had experienced at least one type of ACE before age 18, and nearly 1 in 6 (17.3%) reported they had experienced four or more types of ACEs.

Preventing ACEs could potentially reduce many health conditions. For example, by preventing ACEs, up to 1.9 million heart disease cases and 21 million depression cases potentially could have been avoided.

Some people are at greater risk of experiencing once or more ACEs than others. While all children are at risk of ACEs, numerous studies have shown inequities in such experiences linked to the historical, social, and economic environments in which some families live. ACEs were highest among females, non-Hispanic American Indian or Alaska Native adults, and adults who are unemployed or unable to work.

ACEs are costly. ACEs-related health consequences cost an estimated economic burden of $748 billion annually in Bermuda, Canada, and the United States.

ACEs can have lasting, negative effects on health, wellbeing in childhood and life opportunities, such as education and job potential, well into adulthood. These experiences can increase the risks of injury, sexually transmitted infections, maternal and child health problems (including teen pregnancy, pregnancy complications, and fetal death), involvement in sex trafficking, and a wide range of chronic diseases and leading causes of death, such as cancer, diabetes, heart disease, and suicide.

ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress (extended or prolonged stress). Toxic stress from ACEs can negatively affect children's brain development, immune systems, and stress-response systems. These changes can affect children's attention, decision-making, and learning.

Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. These effects can also be passed on to their own children. Some children may face further exposure to toxic stress from historical and ongoing traumas due to systemic racism or the impacts of poverty resulting from limited educational and economic opportunities.

ACEs are preventable. To prevent ACEs, we must understand and address the factors that put people at risk for or protect them from violence.

Creating and sustaining safe, stable, nurturing relationships and environments for all children and families can prevent ACEs and help all children reach their full potential. CDC has produced a resource, Adverse Childhood Experiences Prevention Resource for Action [4 MB, 38 Pages] , to help states and communities use the best available evidence to prevent ACEs. It features six strategies from the CDC Resources for Action, formerly known as "Technical Packages to Prevent Violence."

Raising awareness of ACEs can help:

Change how people think about the causes of ACEs and who could help prevent them.

Shift the focus from individual responsibility to community solutions.

Reduce stigma around seeking help with parenting challenges or substance misuse, depression, or suicidal thoughts.

Promote safe, stable, nurturing relationships and environments where children live, learn, and play.

Let's help all children reach their full potential and create neighborhoods, communities, and a world where every child thrives.

Merrick MT, Ford DC, Ports KA, et al. Vital Signs:Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention - 25 States, 2015-2017. MMWR Morb Mortal Wkly Rep 2019;68:999-1005. DOI: http://dx.doi.org/10.15585/mmwr.mm6844e1.

Cain KS, Meyer SC, Cummer E, Patel KK, Casacchia NJ, Montez K, Palakshappa D, Brown CL. Association of Food Insecurity with Mental Health Outcomes in Parents and Children. Science Direct. 2022; 22:7; 1105-1114. DOI: https://doi.org/10.1016/j.acap.2022.04.010.

Smith-Grant J, Kilmer G, Brener N, Robin L, Underwood M. Risk Behaviors and Experiences Among Youth Experiencing Homelessness-Youth Risk Behavior Survey, 23 U.S. States and 11 Local School Districts. Journal of Community Health. 2022; 47: 324-333.

Experiencing discrimination: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health | Annual Review of Public Health (annualreviews.org).

Sedlak A, Mettenburg J, Basena M, et al. Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. Executive Summary. Washington, DC: U.S. Department of Health an Human Services, Administration for Children and Families. 2010.

Font S, Maguire-Jack K. Pathways from childhood abuse and other adversities to adult health risks: The role of adult socioeconomic conditions. Child Abuse Negl. 2016;51:390-399.

Swedo EA, Aslam MV, Dahlberg LL, et al. Prevalence of Adverse Childhood Experiences Among U.S. Adults - Behavioral Risk Factor Surveillance System, 2011-2020. MMWR Morb Mortal Wkly Rep 2023;72:707-715. DOI: http://dx.doi.org/10.15585/mmwr.mm7226a2.

Bellis, MA, et al. Life Course Health Consequences and Associated Annual Costs of Adverse Childhood Experiences Across Europe and North America: A Systematic Review and Meta-Analysis. Lancet Public Health 2019.

Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students - Adolescent Behaviors and Experiences Survey, United States, January-June 2021 | MMWR (cdc.gov)

Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.

Miller ES, Fleming O, Ekpe EE, Grobman WA, Heard-Garris N. Association Between Adverse Childhood Experiences and Adverse Pregnancy Outcomes. Obstetrics & Gynecology. 2021;138(5):770-776. https://doi.org/10.1097/AOG.0000000000004570.

Sulaiman S, Premji SS, Tavangar F, et al. Total Adverse Childhood Experiences and Preterm Birth: A Systematic Review. Matern Child Health J. 2021;25(10):1581-1594. https://doi.org/10.1007/s10995-021-03176-6.

Ciciolla L, Shreffler KM, Tiemeyer S. Maternal Childhood Adversity as a Risk for Perinatal Complications and NICU Hospitalization. Journal of Pediatric Psychology. 2021;46(7):801-813. https://doi.org/10.1093/jpepsy/jsab027.

Mersky JP, Lee CP. Adverse childhood experiences and poor birth outcomes in a diverse, low-income sample. BMC pregnancy and childbirth. 2019;19(1). https://doi.org/10.1186/s12884-019-2560-8.

Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.

Reid JA, Baglivio MT, Piquero AR, Greenwald MA, Epps N. No youth left behind to human trafficking: Exploring profiles of risk. American journal of orthopsychiatry. 2019;89(6):704.

Diamond-Welch B, Kosloski AE. Adverse childhood experiences and propensity to participate in the commercialized sex market. Child Abuse & Neglect. 2020 Jun 1;104:104468.

Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, & Section on Developmental and Behavioral Pediatrics (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246. https://doi.org/10.1542/peds.2011-2663

Narayan AJ, Kalstabakken AW, Labella MH, Nerenberg LS, Monn AR, Masten AS. Intergenerational continuity of adverse childhood experiences in homeless families: unpacking exposure to maltreatment versus family dysfunction. Am J Orthopsych. 2017;87(1):3. https://doi.org/10.1037/ort0000133.

Schofield TJ, Donnellan MB, Merrick MT, Ports KA, Klevens J, Leeb R. Intergenerational continuity in adverse childhood experiences and rural community environments. Am J Public Health. 2018;108(9):1148-1152. https://doi.org/10.2105/AJPH.2018.304598.

Schofield TJ, Lee RD, Merrick MT. Safe, stable, nurturing relationships as a moderator of intergenerational continuity of child maltreatment: a meta-analysis. J Adolesc Health. 2013;53(4 Suppl):S32-38. https://doi.org/10.1016/j.jadohealth.2013.05.004.

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Fast Facts: Preventing Adverse Childhood Experiences

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Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in childhood (0-17 years).

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Each school year, educators, students, and families prepare for a new, yet familiar rhythm. Despite many teachers' best planned lessons, best decorated boards, and most innovative stations, they may be surprised to find that some of their students are simply not learning, are having trouble paying attention, or are even too emotionally dysregulated to engage in the basics of math, writing, and reading.

There are a lot of good reasons this could be going on, and we might jump to ADHD, ODD, laziness, or any number of common "culprits" behind such behaviors. If we forget to investigate why those behaviors might be showing up in the first place, we can overlook the impact of toxic stress and trauma on our students.

With a trauma-sensitive approach we don't necessarily need to know the reasons or causes, but we can create an environment that allows all nervous systems to access regulation.

Eric Jensen, author of Teaching with Poverty in Mind, stated, "the brain that is susceptible to adverse environmental effects is equally susceptible to positive, enriching effects." This means that while you may know the traumas your students have experienced and cannot change their history, you can help them to feel safe, valued, calm, and hopeful in your classroom. That's pretty powerful!

Here are a few ideas to create that in your classroom using a mindful approach.

Take a deep breath, and shift your frame of reference for students. Rather than asking, "What is wrong with this child?," ask, "What has happened to this child?" You may not find the answer, but trauma-sensitive teachers create awareness by understanding the trauma response. Hyper-vigilance, fear, shame, and guilt are typical reactions to trauma, and the corresponding behavior is usually not purposefully manipulative, defiant, or avoidant. Rather, it is adaptive and functional for the child to get what they need. Understanding behavior this way can help you think through other ways for your students to get their needs met.

Practice self-awareness by knowing your own triggers and know how to regulate yourself. You can help a child regulate their body when you regulate yours. It's a bit like a superpower, and it has a fancy name: interpersonal neurobiology, but the concept is quite simple. When an adult is calm, regulated, and using their prefrontal cortex, students can co-regulate with the adult, helping to calm their own limbic structures and engage their prefrontal cortex. In other words, by being in the presence of a calm and regulated adult, children can become calmer and their brains and bodies can learn from the adult's regulation.

Build relationships with students not based on academics. Find out what they like to do, who their favorite pop or rap star is, and what movie they want to watch. Building relationships with caring adults is a powerful protective factor for young people. You may find that once your students know you care about them as people, they'll care about what you say and teach them.

Teach your students about their brains, their stress response system, and basic coping skills they can access in your classroom, like soothing themselves, breathing mindfully, and asking for help.

Create a space for students when they need to take a pause. A calm corner may be a place in your classroom where students can choose to go when they need to--to de-stress or help regulate themselves after experiencing a big emotion. It's important that this space is not used as punishment, but only as a tool to help students. You can include stress balls, paper to tear up, sand timers, Hoberman spheres, mirrors to identify emotions, and other mindful tools.

Provide students with choices. This can be as simple as asking, "Do you want to use a pen or pencil?" or "Would you like to sit over here by me, or by the bookshelf where it's less distracting?" Most children, especially those who have experienced trauma, have had very few opportunities to make their own choices. By ensuring their voices are heard and giving them options, students can feel a greater sense of power and agency, thus safety.

Be aware of potential triggers when practicing mindfulness with your students. For instance, give them the option to look down at their hands or the floor rather than closing their eyes, as keeping their eyes closed may be a trigger. Additionally, ensure that all mindfulness practices are an invitation and a choice. If a student is not able or willing to participate in a breathing exercise or mindfulness activity, do not force them to or threaten disciplinary action. Rather, take a moment to get below their eye level, let them know you are there for them, and give them a suitable alternative choice.

When we think about our students' learning brains, we might imagine an upstairs and a downstairs. The upstairs brain, namely the prefrontal cortex (PFC), is our academic brain, and helps us with executive functioning skills like planning, organizing, regulating, and inhibiting impulses.

The downstairs brain consists of our limbic system (including the amygdala), which is responsible for our fight/flight/freeze response and bypasses the PFC so our bodies can respond quickly to threats of danger (perceived or real). What does this look like?

Stress hormones cortisol and adrenaline flood the brain

Muscles contract and eyes dilate

Palms may get sweaty

Heart rate increases

The body is ready to fight, run away, or freeze to survive. The most critical thing to remember is that our brains and bodies are wired for survival. Even though we're not all necessarily facing predatory animals in the wild, our brains respond the same way to other events in our lives.

When the brain is under stress and feels like it needs to be in fight/flight/freeze mode, the upstairs brain turns off, and the body relies on the downstairs brain. That means those higher-order, executive functioning skills are inaccessible. Usually, a stressful event results in a brief elevation of cortisol, and this can help us perform better (think: "getting in the zone" for a sports game, performance, or test). While good in small doses, large amounts of stress can be toxic for our brains and bodies. When we're faced with trauma, our brains are constantly in this state of toxic stress.

Trauma can include one of the Adverse Childhood Experiences (ACEs) identified by researchers in a CDC-Kaiser Permanente Study. These are:

Emotional, physical, or sexual abuse

Neglect

A parent who is incarcerated, gets a divorce, has a mental illness, has experienced domestic violence, or abuses alcohol or drugs

Trauma can also include immigration/migration/refugee status, institutional trauma (e.g. from the foster care system or juvenile detention), or experiencing bullying or witnessing community or neighborhood violence, in addition to other toxic stressors.

In the chronically stressed brain, the cortisol tap is always on, flooding the system, and acts like poison to the brain of a developing child. When cortisol is present, energy and resources that should be used to make new connections for learning are instead rerouted to the parts of the brain dedicated to survival. Meanwhile, the amygdala becomes even more sensitive once it is activated, meaning a traumatized child may have hair-trigger responses to unprocessed emotional memories related to their trauma or stressors.

Imagine you have experienced a major trauma without a safe adult to help you process your feelings and experiences. Now, imagine that you are in a classroom with a new teacher, 25-30 peers, and a lot of expectations to behave in a certain way. How would you respond?

Unfortunately, many of our students deal with this exact situation every day. An estimated 45% of children have one or more ACEs; approximately 10% have three or more. Yet, only about 20% of children with mental, emotional, or behavioral disorders actually receive care from a specialized mental health care provider, like a psychiatrist or psychologist. In the absence of support, children develop survival mechanisms that help them control their environments and feel safe. All individuals have very different methods of coping with difficult situations.

A good number of us are "internalizers," meaning we prefer to keep to ourselves. We might hide our feelings from others, or push them down and away. Others are "externalizers," meaning we seek to express our emotion outside of ourselves, perhaps through our behaviors, actions, and interactions with others. In either case, pure, unprocessed emotion or traumatic experiences can cause damage. Keeping things bottled up can lead to depression or anxiety. Spewing feelings out can lead to aggressive encounters and words or actions that feel out of control.

Above all, know that you cannot control the experiences, fears, and traumas with which your students enter your classroom. You can, however, influence how safe you help them feel with you and in your room.

For more ideas, check out some of these great resources on trauma-sensitive teaching and trauma-informed classrooms.
Dr. Poonam Desai is a Certified Instructor of Mindfulness, with more than 300 hours of training completed. She has maintained a practice of Vipassana Meditation, as taught by S.N. Goenka, for over ten years and has completed six 10-day meditation retreats in addition to several other shorter retreats. Dr. Desai is a licensed psychologist and a licensed specialist in school psychology in the state of Texas. She has worked in the fields of education and mental health for over ten years and was a mental health trainer and psychologist at Momentous Institute. She believes mindfulness and compassion are the two things that will change the world, but also that the first revolution is always internal.

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How Teachers Can Use Trauma-Sensitive Mindfulness Practices to Support Students

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Each school year, educators, students, and families prepare for a new, yet familiar rhythm. Despite many teachers' best planned lessons, best decorated boards, and most innovative stations, they may be surprised to find that some of their students are simply not learning, are having trouble paying attention, or are even too emotionally dysregulated to engage in the basics of math, writing, and reading.

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Teaching Mindfulness of Emotions with Emojis ;)

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High school students and big emotions/stress 

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High school students and big emotions/stress 

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“I Am Mindful” - Sparking Self-Acceptance in the Classroom

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100 Days of Mindfulness for Kids - Day 24 - Mindful Listening: What the Sound Sounds Like...

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Bell, raising hand when no longer hear the bell activity

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What's the weather like inside you? Mindfulness for kids and adults alike

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5 Awesome Mindful Gratitude Activities for Kids - Blissful Kids

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In this post I'll share five of my absolute favorite mindful gratitude activities you can do with kids of any age. These are perfect for thanksgiving ... or any day you want to connect with your kids and feel better. All activities are suitable for a group of kids and one-on-one.

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A Simple Mindful Gratitude Exercise - Mindful

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Science suggests that expressing true gratitude boosts your health and spreads happiness. Here are a few simple exercises to help you build your capacity for gratitude.

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Webinar: Mental Health During COVID: A Community Approach
Password: Face2020

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Meet virtually with Cisco Webex. Anytime, anywhere, on any device.

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Simple, modern video meetings for everyone on the world's most popular and trusted collaboration platform.

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In order to access videos, you might need to create an account through Vimeo. There are 10 episodes that you can use in your sessions that teach mindful breathing, bodies, emotions, etc....

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Mindful Schools is a 501(c)(3) nonprofit organization. We have trained more than 50,000 teachers, school leaders, and education professionals who are dedicated to...

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A review of school-based positive psychology interventions found that "the structure of the interventions was as important to success as the content of the programs." 18 We design our programs with this in mind.

We have also learned by doing. We have 15 years of experience, and over that time, the basis of our whole-school approach has been validated by research: students receive more lasting benefits when taught by their trusted classroom teachers than by outside providers. 11 Research on programs addressing trauma also shows that whole-school approaches work better than individual interventions. 19

Mindful Schools works with each school and district to understand their culture, context, assets, and needs, and we emphasize:

You can read more about the research on mindfulness in education, and hear from our Executive Director Seewan Eng in this article:

A Recent Study Found a School-Based Mindfulness Program Doesn't Work-Let's Unpack That

Researchers and key figures reflect on the results and implications of one of the largest studies on mindfulness in schools ever conducted. The bottom line: the structure and approach matter.
"You can have the best curriculum in the world, in any subject area, if you're not able to show up in good shape, it's eventually going to go sideways. Mindful Schools has long had curricula for students, but the whole school approach really begins with adults first. We offer teachers as many entry points as possible. As a teacher, I need a community to support me, not just pressure to do it all on my own. I need an invitation and a reminder to practice, not just another mandate to do more. As more people learn together each year, and capacity builds, this is how a culture of care takes root and sustains." - Seewan Eng, Mindful Schools
1 "Any Anxiety Disorder," National Institute of Mental Health (NIMH), n.d., https://www.nimh.nih.gov/health/statistics/any-anxiety-disorder.shtml

2 "Common Sense Census: Media Use by Tweens and Teens," Common Sense, 2021, https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf

3 Jayne O'Donnell, "Teens Aren't Socializing in the Real World. And That's Making Them Super Lonely," USA TODAY, March 20, 2019, https://www.usatoday.com/story/news/health/2019/03/20/teen-loneliness-social-media-cell-phones-suicide-isolation-gaming-cigna/3208845002/

4 "Adverse Childhood Experiences Among US Children," The Child Adolescent Health Measurement Initiative (CAHMI), November 2017, https://www.cahmi.org/docs/default-source/resources/issue-brief-adverse-childhood-experiences-among-us-children-(2017).pdf

5 "Coronavirus Disease 2019," Centers for Disease Control and Prevention, n.d., https://www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.html.

6 "2017 Educator Quality of Work Life Survey," American Federation of Teachers, 2017, https://www.aft.org/sites/default/files/2017_eqwl_survey_web.pdf

7 Madeline Will, "Stress, Burnout, Depression: Teachers and Principals Are Not Doing Well, New Data Confirm," Education Week, June 15, 2022, https://www.edweek.org/teaching-learning/stress-burnout-depression-teachers-and-principals-are-not-doing-well-new-data-confirm/2022/06

8 Michelle Hackman and Eric Morath, "Teachers Quit Jobs at Highest Rate on Record," WSJ, December 28, 2018, https://www.wsj.com/articles/teachers-quit-jobs-at-highest-rate-on-record-11545993052

9 Emily Berger et al., "A Systematic Review of Evidence-Based Wellbeing Initiatives for Schoolteachers and Early Childhood Educators," Educational Psychology Review 34, no. 4 (July 4, 2022): 2919-69, https://doi.org/10.1007/s10648-022-09690-5

10 Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593-600.

Sedlmeier, P., Eberth, J., Schwarz, M., Zimmermann, D., Haarig, F., Jaeger, S., & Kunze, S. (2012). The psychological effects of meditation: A meta-analysis. Psychological Bulletin, 138(6), 1139.

11 Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109-119.

12 Condon, P., Desbordes, G., Miller, W. B., & DeSteno, D. (2013). Meditation increases compassionate responses to suffering. Psychological Science, 24(10), 2125-2127.

13 Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR). Stress and Health, 26(5), 359-371.

Neff, K. D., & Germer, C. K. (2013). A Pilot Study and Randomized Controlled Trial of the Mindful Self-Compassion Program. Journal of Clinical Psychology, 69(1), 28-44.

Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105.

14 Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83.

15 Ortner, C. N., Kilner, S. J., & Zelazo, P. D. (2007). Mindfulness meditation and reduced emotional interference on a cognitive task. Motivation and Emotion, 31(4), 271-283.

16 Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593-600.

Pbert, L., Madison, J. M., Druker, S., Olendzki, N., Magner, R., Reed, G., ... Carmody, J. (2012). Effect of mindfulness training on asthma quality of life and lung function: a randomised controlled trial. Thorax, 67(9), 769-776.

17 Hoge, E. A., Bui, E., Marques, L., Metcalf, C. A., Morris, L. K., Robinaugh, D. J., ... Simon, N. M. (2013). Randomized Controlled Trial of Mindfulness Meditation for Generalized Anxiety Disorder: Effects on Anxiety and Stress Reactivity. The Journal of Clinical Psychiatry, 74(8), 786-792.

18 Duyen T. Vo and Kelly Allen, "A Systematic Review of School-Based Positive Psychology Interventions to Foster Teacher Wellbeing," Teachers and Teaching 28, no. 8 (November 12, 2022): 964-99, https://doi.org/10.1080/13540602.2022.2137138

19 Dana Carsley, Bassam Khoury, and Nancy L. Heath, "Effectiveness of Mindfulness Interventions for Mental Health in Schools: A Comprehensive Meta-Analysis," Mindfulness 9, no. 3 (October 23, 2017): 693-707, https://doi.org/10.1007/s12671-017-0839-2

20 Jutta Tobias Mortlock, Alison Carter, and Dawn Querstret, "Extending the Transformative Potential of Mindfulness through Team Mindfulness Training, Integrating Individual with Collective Mindfulness, in a High-Stress Military Setting," Frontiers in Psychology 13 (June 30, 2022), https://doi.org/10.3389/fpsyg.2022.867110.

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Research on Mindfulness and Education Mindful Schools' programs are informed by decades of research and 15 years of experience in this field. Share this page with your principal, PTA, or peers to make the case for mindfulness in schools.

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- has movements to notice feelings in hands/body throughout
- Many schools use this book already with Social Emotional programs

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Coach Mambru PE Read Aloud - Listening to my Body by Gabi Garcia, illustrated by Ying Hui Tan

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Gratitude Meditation for Kids | Guided mindfulness practice for kids

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Mandala coloring pages | Free Coloring Pages

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Mandala Coloring pages. Select from 73141 printable Coloring pages of cartoons, animals, nature, Bible and many more.

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Hi everyone, here is a body scan meditation for children that I made with my brother's John and Paul Shanagher. It would be good for before bed or any time a child feels anxious or worried.

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Which will it be - the berries or the chocolate dessert? Homework or the Xbox? Finish that memo, or roam Facebook?

Such quotidian decisions test a mental ability called cognitive control, the capacity to maintain focus on an important choice while ignoring other impulses. Poor planning, wandering attention and trouble inhibiting impulses all signify lapses in cognitive control. Now a growing stream of research suggests that strengthening this mental muscle, usually with exercises in so-called mindfulness, may help children and adults cope with attention deficit hyperactivity disorder and its adult equivalent, attention deficit disorder.

The studies come amid growing disenchantment with the first-line treatment for these conditions: drugs.

In 2007, researchers at the University of California, Los Angeles, published a study finding that the incidence of A.D.H.D. among teenagers in Finland, along with difficulties in cognitive functioning and related emotional disorders like depression, were virtually identical to rates among teenagers in the United States. The real difference? Most adolescents with A.D.H.D. in the United States were taking medication; most in Finland were not.

"It raises questions about using medication as a first line of treatment," said Susan Smalley, a behavior geneticist at U.C.L.A. and the lead author.

In a large study published last year in The Journal of the American Academy of Child & Adolescent Psychiatry, researchers reported that while most young people with A.D.H.D. benefit from medications in the first year, these effects generally wane by the third year, if not sooner.

"There are no long-term, lasting benefits from taking A.D.H.D. medications," said James M. Swanson, a psychologist at the University of California, Irvine, and an author of the study. "But mindfulness seems to be training the same areas of the brain that have reduced activity in A.D.H.D."

"That's why mindfulness might be so important," he added. "It seems to get at the causes."

Depending on which scientist is speaking, cognitive control may be defined as the delay of gratification, impulse management, emotional self-regulation or self-control, the suppression of irrelevant thoughts, and paying attention or learning readiness.

This singular mental ability, researchers have found, predicts success both in school and in work life.

Cognitive control increases from about 4 to 12 years old, then plateaus, said Betty J. Casey, director of the Sackler Institute for Developmental Psychobiology at Weill Cornell Medical College. Teenagers find it difficult to suppress their impulses, as any parent knows.

But impulsivity peaks around age 16, Dr. Casey noted, and in their 20s most people achieve adult levels of cognitive control. Among healthy adults, it begins to wane noticeably in the 70s or 80s, often manifesting as an inability to remember names or words, because of distractions that the mind once would have suppressed.

Bolstering this mental ability, specialists are now suggesting, might be particularly helpful in treating A.D.H.D. and A.D.D.

To do so, researchers are testing mindfulness: teaching people to monitor their thoughts and feelings without judgments or other reactivity. Rather than simply being carried away from a chosen focus, they notice that their attention has wandered, and renew their concentration.

According to a recent report in Clinical Neurophysiology, adults with A.D.D. were shown to benefit from mindfulness training combined with cognitive therapy; their improvements in mental performance were comparable to those achieved by subjects taking medications.

The training led to a decline in impulsive errors, a problem typical of A.D.D., while the cognitive therapy helped them be less self-judgmental about mistakes or distractedness.

Mindfulness seems to flex the brain circuitry for sustaining attention, an indicator of cognitive control, according to research by Wendy Hasenkamp and Lawrence Barsalou at Emory University.

For a study published in Frontiers in Human Neuroscience, they imaged the brains of meditators while they went through four basic mental movements: focusing on a chosen target, noticing that their minds had wandered, bringing their minds back to the target, and sustaining their focus there.

Those movements appeared to strengthen the neural circuitry for keeping attention on a chosen point of focus.

Meditation is a cognitive control exercise that enhances "the ability to self-regulate your internal distractions," said Dr. Adam Gazzaley, a neuroscientist at the University of California, San Francisco.

His research seeks to duplicate these effects with video games that "selectively target the key circuits without the kind of side effects you get with drugs."

With colleagues, he designed NeuroRacer, a game for older adults in which they respond to traffic signs that appear suddenly while driving on a winding road. The game enhanced cognitive control in subjects ranging from 60 to 85, according to a study published in Nature.

Stephen Hinshaw, a specialist in developmental psychopathology at the University of California, Berkeley, said the time was ripe to explore the utility of nondrug interventions like mindfulness.

Dr. Swanson agreed. "I was a skeptic until I saw the data," he said, "and the findings are promising."

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Exercising the Mind to Treat Attention Deficits

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Which will it be - the berries or the chocolate dessert? Homework or the Xbox? Finish that memo, or roam Facebook? Such quotidian decisions test a mental ability called cognitive control, the capacity to maintain focus on an important choice while ignoring other impulses.

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Write down things you are grateful for, and make a chain

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*can us get ready, do, done to make

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What is MINDFULNESS and how do you do it? (Zen Den) | Cosmic Kids

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TREP Mindfulness schedule for School/Classroom

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TREP Mindfulness schedule for School/Classroom

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Mindful Minute -  Beach (Classroom, Studying, School Mental Break)

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"yin yoga" "yoga with kassandra" "yoga for flexibility" "yin yoga class" "yoga stretch" "yoga for beginners" "vinyasa flow yoga" yin "30 min yoga" "60 min yo...

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Welcome to my channel - your #1 resource for free online Vinyasa & Yin Yoga. Here you'll find weekly yoga classes for all experience levels. Browse through 750+ yoga classes and tutorials right here on my channel. Please subscribe and hit the bell icon to be notified of new uploads.

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By educators, for educators, The Mindful Schools Podcast supports listeners in resourcing inspiration from within.

We share practices to help you reconnect with your own strengths and passion for teaching, as well as give concrete examples of what mindfulness looks like in action, both for your work with students and for your own self-care.

Our intention is to be responsive to what is happening in schools in real time, from the vantage point of our team of mindful educators, and create discussion, community and support for those working in the field. We look forward to connecting with you.

Ep. 9: Rethinking Burnout
We're all feeling the effects of sustained uncertainty, stress, and social distancing. When does this all amount to burnout? What does mindfulness and self-care have to do with self-preservation in the face of burnout?

This episode highlights Crystal McCreary's recent talk on burnout with our current Mindful Schools Mindful Teacher Certification Program and Schoolwide Implementation Program cohorts. Listen and get a window into these immersive programs.
Applications for our immersive year-long programs are now OPEN! Help us spread the word.

Ep. 4: Expectations: Is "good enough" good enough during a pandemic?
This week, we talk about how to work with expectations, especially while many families are juggling virtual and hybrid learning during the pandemic. As educators and parents, when is "good enough" good enough?

Ep. 3: Educators Coping with Overwhelm
This time of year, we're anticipating returning to school--faculty calls, juggling, busyness, overwhelm. There is so much to do. This week, Megan, Alan, and Argos talk about their go-to strategies that support them during overwhelm.

Ep. 2: Back-to-School Amidst Uncertainty
The anticipation of back-to-school is amplified tenfold because, this year, we're in a pandemic and navigating online and hybrid learning and a lot of unknowns. How can we bring our focus to connection and to what is certain?

Ep. 1: Meet the Team
Meet our Mindful Schools faculty and podcast hosts, Megan Sweet, Argos Gonzalez, and Alan Brown.

Mindful Schools is a 501(c)(3) non-profit organization that is committed to improving the social-emotional well-being of school communities. Our programs focus on educator well-being and professional growth in order to cultivate equitable, joyful learning environments in which every student, educator, and member of the school community can thrive.

Explore Our Courses

101: Mindfulness Foundations
4-WEEK ONLINE COURSE | CREDITS AVAILABLE
$195 $65*

Be the change. Get started with the science of mindfulness and simple yet powerful strategies to bring mindfulness into daily life to manage stress and burnout, and build resilience.

201: Mindfulness in the Classroom
8-WEEK ONLINE COURSE | CREDITS AVAILABLE
$595 $495*

Teach youth. Access the NEW, revised K-12 Mindful Schools Curriculum and complete Teaching Kit. Learn strategies to nurture social-emotional well-being in your classroom.

301: School Implementation Clinic
ON DEMAND COURSE | CREDITS AVAILABLE
$595 $495*

Create a mindfulness program that reaches all aspects of your school community. Access LIVE Coaching Calls to get feedback from a Mindful Schools coach.

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Mindful Schools Podcast - Mindful Schools

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The Mindful Schools Podcast By educators, for educators, The Mindful Schools Podcast supports listeners in resourcing inspiration from within. We share practices to help you reconnect with your own strengths and passion for teaching, as well as give concrete examples of what mindfulness looks like in action, both for your work with students and for your own self-care.

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100 Days of Mindfulness for Kids - Day 12 - 3 Minute Body Scan: Investigate your Feelings!

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100 Days of Mindfulness - Day 81 - Mindful Looking & Sketching

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Videos range from 3-11 mintues, most around 7

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Intro to 100 Days of Mindfulness - for Kids!