Guidelines for practicing mindfulness in the classroom
Mindfulness , full attention or full awareness, is one of the socio-emotional skills that strengthens our resilience and makes us active participants in our own well-being.
The benefits of mindfulness practice for people are well known:
It promotes self-awareness and self-knowledge.
It helps regulate emotions, focus attention, and make more thoughtful decisions.
It also facilitates the development of empathy and compassion, some of the most important interpersonal skills for having healthy social bonds.
All of this is key for people, both inside and outside the classroom.
Does mindfulness really work?
Furthermore, incorporating mindfulness practices into the classroom has been shown to foster a calmer, safer, and more comfortable environment for both students and teachers. This helps students cope more effectively with academic challenges and manage stress when faced with certain tasks. At the same time, it contributes to a more positive school climate.
Practicing mindfulness in a classroom with teenagers:
Before we begin, we'd like to share some recommendations with you.
Preparation:
It's important to have prepared the practice script (if applicable), or to have listened to and completed the guided audio practice before the session with the students. Doing this will allow you to better understand the process the students will experience when they do it.
Time:
The classroom practice session will last between 5 and 10 minutes. If the students have never practiced it before, an introductory session could be held, followed by several shorter sessions to gradually increase the duration.
Practice at the beginning or end of class, whichever is more convenient. For example, it could be after recess to ease students back into the classroom, or after the last class to wrap up the day. The most important thing is to create a routine and foster the habit.
How to incorporate mindfulness in the classroom
Space:
Create an environment that promotes calm.
Let students choose whether they want to do the exercise sitting or lying down, whenever possible or if there is adequate space, with their eyes open or closed. Encourage them to experiment to find the best way. The aim is for them to find the most comfortable position.
Give instructions so that everyone can do the practice in the best possible way according to what they have chosen:
If you are sitting in a chair, put your feet on the floor, keep your back straight and your head upright, and leave your hands relaxed on your thighs.
If you are sitting on the floor, you can cross your legs at the calves and shins or place them parallel, keep your back straight and your head upright, and leave your hands relaxed on your thighs.
If you are lying down, lie on your back, keeping it straight, with your head facing the ceiling. Leave your legs slightly open, about hip-width apart. Relax your legs; you will see your feet fall to the outside of your body. Leave your arms and hands relaxed next to your body.
If you keep your eyes open, look at a specific point, without distractions or sudden eye movements.
If you close your eyes, do so without pressing on your eyelids or wrinkling your forehead or cheeks.
For all poses, let go of your body and relax your facial expressions.
Supporting material:
Material support: If you have the option of doing the practice in a space where each person can choose how to do it, you should have pillows, mats and other elements that can help to adopt more comfortable postures.
Audiovisual support: You can include an image as a visual aid during the exercise, but it should be simple so as not to be distracting. For example, bubbles, a landscape, a neutral photograph, or a soft color. You can link the projected image to the content of the guided exercise or the audio. For example, if you are doing a body scan exercise, you can project an image of the human body silhouette.
Ten minutes of daily meditation to reduce stress and anxiety
Values:
Create a safe and non-judgmental environment; this will help students fully participate in the session. The main principles should be:
Acceptance : Remind students that there is no right or wrong way to practice mindfulness, and that any experience they have is valid.
Confidence : Encourage them to try the practice and be comfortable with what they experience, without forcing anything. It is important that students feel safe to explore their sensations, emotions, and thoughts.
Flexibility : Adapted to the needs of the classroom. If any student seems uncomfortable, you can offer them alternative options or adjust the practice as needed.
Support : Offer support and be accessible so they can ask you questions or share concerns they may have had before and after the practice.
Optionality : Remind students that participation is optional and that they can choose not to do the exercise or to do it in an adapted way if they wish. If someone decides not to participate, ask them to respect the schedule so that the rest can complete it.
Guidelines for practicing mindfulness in the classroom:
Before starting the practice
Before starting, it's important to provide context for the practice, especially at first. You can talk about what mindfulness is, what's important to keep in mind, and what we expect to happen.
You can use this short guide:
"Now we'll do a mindfulness practice. Mindfulness is the ability to be individually aware of our own experiences—our thoughts, emotions, physical sensations, and actions—in the present moment, without judging or criticizing ourselves or what we experience. It's about focusing all your attention on one thing, like when you listen to a song you love and forget everything around you. Mindfulness practice can help us in moments of stress and discomfort, improve concentration, and better understand our emotions. This is a practice that everyone can do and that can be developed, so we'll be doing it in the upcoming classes. Remember, there's no right or wrong way to do it. Simply observe yourselves, listen to yourselves, and be present in the here and now, in this moment."
During practice
If you are leading the practice, use a calm, gentle, and kind voice, and take your time. The pace should be slow and steady to help students relax. At the same time, make regular pauses to allow students to process and follow the instructions. These pauses help create an atmosphere of calm and reflection.
Additionally, even if the practice is done via audio, pay attention to what's happening in the classroom. Your observations can help you conclude the practice. Another option is to lead the students through the practice. You can be a role model and show them that it's a practice anyone can do, including adults.
At the end of the practice
At the end of the session, you can ask anyone who wants to share with the group what they thought of the practice and what they experienced. You can also encourage them to reflect on and explain the experiences they had as a result of the practice. This can help them integrate what they have experienced. At the same time, if you have also participated, you can break the ice and begin by explaining your own experience. Give them feedback on what they explain and validate what they have experienced and how it makes them feel. Those who enjoyed it can be encouraged to continue practicing and given resources to do so (such as the podcast from Sant Joan de Déu Hospital Barcelona, "Sounds of Silence" ). Those who didn't enjoy it can be encouraged to look for other practices or techniques that might also be helpful.
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