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FoDoR, I. E., & Hooker, K. E. (2008). Teaching mindfulness to children. Gestalt review, 12(1), 75-91. Retrieved from http://www.gisc.org/gestaltreview/documents/teachingmindfulnesstochildren.pdf

Kabat-Zinn, J. (2015). Mindfulness. Mindfulness, 6(6), 1481-1483. Retrieved from http://journals1.scholarsportal.info.myaccess.library.utoronto.ca/pdf/18688527/v06i0006/1481_m.xml

Meiklejohn, J., Phillips, C., Freedman, M., Griffin, M., Biegel, G., Roach, A., . . . Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307. Retrieved from http://journals2.scholarsportal.info.myaccess.library.utoronto.ca/pdf/18688527/v03i0004/291_imtiketrotas.xml

Verplanken, B., & Fisher, N. (2014). Habitual worrying and benefits of mindfulness. Mindfulness, 5(5), 566-573. Retrieved from http://journals1.scholarsportal.info.myaccess.library.utoronto.ca/pdf/18688527/v05i0005/566_hwabom.xml

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Breathe... Step Back...
Think... And then React

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The Role of Mental Health
"mental health is much more than the absence of mental illness. Well-being is influenced not only by the absence of problems and risks but by the presence of factors that contribute to healthy growth and development." (The Ontario Health and Physical Education Curriculum 2015, p. 5)
Living Skills

Personal Skills:

Managing stress and anxiety using self-awareness and self-monitoring skills can be linked to specific expectation 1.1 which encourages the use of self-awareness and self-regulation strategies to be used to help students recognize the source of stress, and their needs. (The Ontario Health and Physical Education Curriculum 2015, p. 112)

Developing strategies to deal with social challenged can be linked to specific expectation 1.2 which prompts the use of adaptive, management and coping skills to help respond to the various challenges. (The Ontario Health and Physical Education Curriculum 2015, p. 112)

Interpersonal Skills:

Using awareness and open heartedness to promote positive relations can be linked to specific expectation 1.4, which promotes the use of relationship and social skills to foster positive interaction with others, build healthy relations and become effective team members. (The Ontario Health and Physical Education Curriculum 2015, p. 113)

Healthy Living:

C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being (C2.2 for Grade 4 talks about students ability about applying decision making process effectively. This requires students to be aware of their surroundings in order to make informed decisions.)

C3. demonstrate the ability to make connections that relate to health and well-being- how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others' health and well-being. (Ex. C3.1 for Grade 4 healthy eating talks about students' ability to identify ways to promoting healthier food choices in a variety of settings and situations. This can be related to students' ability to be aware of what is healthy for them and also shows how students are aware of how unhealthy food makes them feel.)

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Mindfulness Activities in classroom and at home

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Mindfulness Activities in classroom and at home

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Breathing Buddies:
https://www.youtube.com/watch?v=b2Tbfs7neAk

Cooked Pasta:
https://www.youtube.com/watch?v=IEV3njRYgsw

Mindful Minute (The bell listening exercise):
https://www.youtube.com/watch?v=ZME0JKiweL4

Mind Jars:

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Mindfulness does not mean meditation or relaxation

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Mindfulness does not mean meditation or relaxation

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Although Mindfulness is often practiced through meditation, it should not be confused as being only meditation. The goal of Mindfulness is not higher state of consciousness or to distance oneself from present experiences, rather the goal is to have an increased awareness in the present moment.

Similarly, Mindfulness can be related to relaxation, as it can provide physical and mental relaxation. However, the primary goal of practicing mindfulness is not relaxation rather, it is  being aware of and accepting whatever state the body and mind are in. (Hooker 2008, p. 77)

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Mindfulness has its origins in the Buddhist tradition, through Eastern practices of meditation.

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- Lower stress level
- Helps cope with anxiety
- Helps treat and prevent depression
- Self- management/ Self- regulation
- Relaxation
- Acceptance
- Improve memory
- Improve the ability to concentrate
- Develop appropriate coping skills to deal with daily challenges

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Resources for Teaching Mindfulness to Young children 

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Resources for Teaching Mindfulness to Young children 

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"Mindfulness can be thought of as moment-to-moment, non-judgmental awareness, cultivated by paying attention in a specific way, that is, in the present moment, and as non-reactively, as non-judgmentally, and as openheartedly as possible."  (Kabat-Zinn 2015, p.1481)