Can meditation and mindfulness really make us better teachers?
Well the mounting evidence suggests yes!
Regular meditation can improve your immune system, energy levels, lower blood pressure, and enhance your sleep. And don’t forget its power to reduce feelings of anxiety or depression!
Over the last decade, various organisations have championed mediation and mindfulness to reduce stress, increase productivity, create calmer working environments, and improve the well-being of their employees. The educational sector is no exception. Meditation programs are now offered in schools worldwide. Many of these programmes focus on the learners, often boasting phenomenal results. A paper published by ‘Carry the Vision (2017)’ found a link between students that practiced meditation and positive emotions, self-identity, greater self-acceptance, and higher optimism. They also experienced lower stress levels, anxiety, and depression (Carry the Vision, 2017).
So the results are promising, but what do they mean practically for teachers? According to the Carry the Vision report, teachers found that meditation practice led to:
- a more positive learning environment
- more attentive children who were ready to learn
- increased working memory, creativity and concentration
- a way for students to reduce test-related stress and anxiety
- less anger and aggression (as reported by the students themselves).
What about when the programmes are offered to teachers. According to research, teachers that practise meditation experience a myriad of benefits, including elevated levels of self-compassion, a decrease in anxiety, depression, and improved overall health (which means fewer unexpected sick days). Notably, teachers said that they were better able to concentrate and focus on their job duties.
In a study conducted with 224 teachers in high poverty schools across New York City, Associate Professor of Psychology at the University of Virginia, Jennings (2016) found that teachers trained in meditation reported fewer feelings of anxiety, depression, burnout, and perceived stress. Perhaps even more interestingly for teachers is what came from classroom observations. “Yelling went down,” says Jennings (2016). Classrooms were rated more emotionally positive and productive; overall students were much more engaged.
If teachers know how to reduce stress, stay relaxed and be more present in the classroom, there can be positive effects on personal well-being and the teaching environment.
So, how can we introduce mediation into our classes? Well, to quote Jamie Bristow (2017), “You wouldn’t ask a teacher who can’t swim to teach a swimming class from a textbook,” (2017). If we are interested in bringing meditation and mindfulness into the classroom, we have to start with ourselves!
Missed the webinar? Click here to hear me talking meditation and mindfulness in this webinar recording, and see for yourself the positive effects that they can have on your professional and private life.
Ushapa Fortescue has taught for over 14 years both in the UK and abroad in a variety of contexts, including primary and secondary schools, post 16 adult education, private language schools, Further Education colleges, and Universities. She trains teachers and presents worldwide. Chloe is a qualified meditation facilitator who has lived and worked in meditation centres around the world for the last 13 years. She loves to show teachers how to stay relaxed, engaged, and light-hearted in the classroom.
Bristow, J. (2017). How to Avoid A Poorly Designed School Mindfulness Program [online]. Mindful. Available at: www.mindful.org/4-signs-poorly-designed-school-mindfulness-programs/ . Accessed 13/4/18.
Carry the Vision. (2017). Benefits and Research of Meditation in Schools. [online] Available at: http://carrythevision.org/meditation-research-and-benefits/ Accessed 13/4/18.
Jennings, P. (2016). When Teachers Take A Breath, Students Can Bloom. [online]. nprEd. Available at: www.npr.org/sections/ed/2016/08/19/488866975/when-teachers-take-a-breath-students-can-bloom. Accessed 13/4/18.