52).Īs an emerging field of research, it will be important for teachers to act as advocates. As stated by Zack et al., enthusiasm for the potential of mindfulness-based programs “should not get ahead of the data” (p. 143) of the useful of mindfulness based interventions is called for. 140) for school aged children, there is a lack of empirical evidence for younger audiences, and that “a more rigorous course of gathering empirically sound evidence” (p. These findings echo those of Burke (2010), who suggests that while mindfulness-based approaches are “feasible and acceptable” (p. However, there is a lack of standardized measures for assessing mindfulness treatments, and research relating to youth is even less developed (Zack et al., 2014). Zack, Saekow, Kelly, and Radke (2014) note that mindful-based interventions are well-documented for improving mental health and well-being in adults, and findings are promising for youth. This is a promising new field of exploration, with research offering support for the role of mindfulness in well-being and self-regulation (Brown & Ryan, 2003). We believe that many children will be fascinated to learn how their brains work and the way that their brains and bodies can help them to recognize and process feelings and events. ![]() ![]() Self-awareness is a critical component of social and emotional competence, and teaching children to be aware of and understand their own mental processes through an introduction to the brain is an intriguing approach.
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