Integrating Social and Emotional Learning and Mindfulness
Recently, during one of our mindfulness-based social and emotional learning lessons in a kindergarten classroom, a young boy began showing signs of agitation, possibly because he wasn’t being called on by the teacher. In his frustration, he threw his plastic binder, accidentally hitting another student in the face. Losing emotional control, he ran through the room, pulling items off shelves and scattering them across the floor. His small size allowed him to dart under tables and desks, making it difficult for the five or six people who arrived to assist the classroom teacher. The atmosphere became chaotic, and some children were frightened, even screaming. Our Mind Body Align teacher, separate from the classroom teacher, made the quick decision to lead the children and teacher in breathing exercises. This shift in focus worked beautifully, helping to calm the class and restore a peaceful learning environment.
In another instance, during the height of Covid, we were teaching social and emotional learning lessons remotely via Zoom. During one lesson, the classroom teacher briefly left the room, and as you might expect, the students began getting out of their seats, talking loudly, and losing focus. As the Mind Body Align teacher, I realized I had lost their attention and had no way to control the physical classroom. I decided to ring the bell we use to begin and end our lessons, which I had taught the students to associate with a reminder to pause, focus, and take three deep breaths. The strategy worked! The students heard the bell, remembered their mindful practice, and quietly returned to their seats.
In the ever-evolving landscape of education, administrators continually seek strategies to enhance social and emotional learning (SEL) initiatives. Integrating social emotional learning and mindfulness (mindfulness-based social emotional learning or MBSEL) for enhanced education has garnered significant attention. There are many benefits and it aligns seamlessly with SEL goals. It is a win-win!
The Synergy Between SEL and Mindfulness
Mindfulness involves cultivating a present-focused, non-judgmental awareness of one’s thoughts, emotions, and surroundings. This practice supports SEL by:
- Enhancing Self-Awareness and Self-Management: It helps students recognize and manage emotions effectively.
- Improving Focus and Attention: Regular mindfulness practice can improve concentration, essential for academic and personal growth.
- Reducing Stress and Anxiety: Techniques like mindful breathing can decrease stress, fostering a calmer learning environment where students are ready to learn.
- Building Social Awareness and Relationship Skills with SEL: Mindfulness encourages understanding and kindness towards oneself and others.
Benefits of Combining SEL and Mindfulness in Schools
To effectively incorporate mindfulness into existing social and emotional learning initiatives, it is essential to integrate these practices seamlessly into daily routines and programs.
- Professional Development: Train teachers and staff in mindfulness practices so they can model and teach these techniques.
- Classroom Practices: Incorporate short, daily mindfulness exercises such as mindful breathing, body scans, or gratitude journaling.
- Mindfulness Spaces: Create designated areas in schools where students can practice mindfulness during breaks or free periods.
- Parental Involvement: Engage parents by offering workshops on mindfulness to create a supportive home environment.
Embed mindfulness activities within existing SEL lessons and curricula to reinforce key concepts.
Teachers face many challenges, and it’s important to use our unique skills as teachers alongside our SEL curriculum to address them. Existing SEL initiatives often include structured programs like Second Step, Responsive Classroom, and Positive Behavioral Interventions and Supports (PBIS). These programs focus on building students’ social skills, emotional regulation, and positive behavior through lessons that teach empathy, conflict resolution, and responsible decision-making.
Incorporating mindfulness enhances these initiatives by providing students with practical tools to manage stress and increase self-awareness. For example, during a Second Step lesson on empathy, students can practice a brief mindfulness exercise to tune into their own emotions and consider how others might feel. Moreover, mindfulness can be embedded into PBIS by using it as a proactive strategy to promote positive behavior and emotional regulation, thereby reinforcing the expectations and values already established through the PBIS framework.
Ultimately, the combination of SEL and mindfulness practices promotes a positive school culture. When teachers and administrators commit to this integrated approach, they support the development of well-rounded, resilient students who are better prepared to face academic challenges and interpersonal dynamics.
