A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand

Rix, Grant; Bernay, Ross

doi:10.24135/teacherswork.v11i2.69

Cited by 12 publications

(11 citation statements)

References 24 publications

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“…It is also considered as an intrinsic process that stresses his/her awareness of both internal and external experiences as they happen (Brown and Ryan, 2003). As stated by Rix and Bernay (2014), mindfulness is the full attention of an individual on what is occurring inside and nearby him/her both physically and mentally. The concept is important in the second/foreign language education context in which teachers in this job are pressurized from different angles such as emotionalaffective sides and environmental-professional sides.…”

Section: Introductionmentioning

confidence: 99%

Psychological Wellbeing, Mindfulness, and Immunity of Teachers in Second or Foreign Language Education: A Theoretical Review

2021

Front. Psychol.

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The emotions and affective factors of teachers play quintessential roles in academic contexts as they influence almost all aspects of their profession. T provide a theoretical review of some psychology constructs of teachers in this area, this study examines the psychological wellbeing, mindfulness, and immunity of teachers as three novel variables. More specifically, this study presents the definitions, dimensions, theories, and frameworks related to this domain drawing on positive psychology, complexity/dynamic systems theory, self-organization process, reflexive self-consciousness theory, integrative awareness theories, and mindfulness framework. These theoretical underpinnings explain the constructs and the way they function in second language education. Then, to provide evidence and justify the findings and propositions, empirical studies on each of the variables are reviewed. Finally, implications, research gaps, and suggestions for future inquiries are offered to interested researchers.

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Section: Introductionmentioning

confidence: 99%

Psychological Wellbeing, Mindfulness, and Immunity of Teachers in Second or Foreign Language Education: A Theoretical Review

2021

Front. Psychol.

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“…Next, the cultivation of mindfulness is targeted at school teachers, at both the preservice and in-service level, in an effort to: help ease teacher stress and burnout (Bernay, 2012(Bernay, , 2014Emerson, Leyland, Hudson, Rowse, Hanley, & Hugh-Jones, 2017;Jennings & DeMauro, 2017;Lomas, Medina, Ivtzan, Rupprecht, & Eiroa-Orosa, 2017); prepare student teachers for the workforce (Bernay, 2014;Poulin, 2009;Lomas et al, 2017;Soloway, 2017); enhance resilience and general wellbeing (Bernay, 2012(Bernay, , 2014; bring authenticity to the role of teaching (Bernay, 2012(Bernay, , 2014 and contribute to teacher professional development (Rix & Bernay, 2014).…”

Section: Mindfulness Educationmentioning

confidence: 99%

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2018

AJTE

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Mindfulness is taking a preeminent role in today's education system. In the current study the author explored how experienced MindBody Wellness instructors make sense of teaching children mindfulness. The methodology of Interpretative Phenomenological Analysis combined with autoethnography was used to interview eight teachers from the United States and Australia teaching children mindfulness. In this article, the author discusses findings related to the theme of Being a Mindful Role Model. Participants, on the whole, felt that someone looking to teach children mindfulness needs first to connect deeply with the practices. They felt this connection was an elemental foundation in becoming a mindful role model and teaching children mindfulness. The experienced mindfulness instructors also found that cultivating mindfulness with children is enhanced by the creation of a mindful school culture. A number of recommendations are suggested, including the establishment of MindBody Wellness and mindfulness teacher training courses at the university level.

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“…Drawings can provide a vehicle for students to "…think about, reflect and actually see their experiences" (Cohen-Miller, 2018). Several research studies demonstrate experiences of calming reported by students, teachers and researchers (Black & Fernando, 2013: Rix & Bernay, 2014and Milligan, et al, 2017. MBI's were found to ameliorate low-grade depressive symptoms and showed positive indications of the programme's effectiveness in reducing stress and enhancing well-being (Kuyken et al, 2013;Rix & Bernay, 2014).…”

Section: Journal Entriesmentioning

confidence: 95%

“…Teacher benefit in the form of stress reduction has been found in a number of studies e.g. Rix and Bernay (2014). Teachers are the 'keepers of the code' in the classroom.…”

Section: Classroom Climate and Potential Teacher Benefitmentioning

confidence: 99%

“…Several research studies demonstrate experiences of calming reported by students, teachers and researchers (Black & Fernando, 2013: Rix & Bernay, 2014and Milligan, et al, 2017. MBI's were found to ameliorate low-grade depressive symptoms and showed positive indications of the programme's effectiveness in reducing stress and enhancing well-being (Kuyken et al, 2013;Rix & Bernay, 2014). Forty-one per cent of the studies in an evidenced-based review of MBIs in education found that meditation had a significant effect on emotional regulation (Waters, Barsly, Ridd & Allen, 2015).…”

Section: Journal Entriesmentioning

confidence: 99%

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Meditative Breathing A Catalyst for Positive Change

Browne¹

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<p>The New Zealand government faces substantive challenges in meeting both the health and education needs of a significant number of our children who are vulnerable to alienation and inform the statistics of mental health distress and academic underachievement. The New Zealand Ministry of Education acknowledges that the education system is not meeting the needs of its most disadvantaged young people. This research explored whether a programme of meditative breathing might contribute to the alleviation of this situation by supporting the development of self-regulation and well-being in students. It also sought to enable student agency by adding nuanced student voice to the literature in this field. While there is an increasing number of peer-reviewed studies in this field, there are few studies that encourage the participants to describe their experiences directly in their own words or images. The main research question was ‘What are student’s experience of guided meditative breathing?’ The sub-questions were ‘Does it contribute to their wellbeing?’ and ‘Does it contribute to their learning?’. Students participated in a ten-week programme of daily meditative breathing. Data was collected from the weekly cogenerative dialogue, journals, from a heuristic and teacher recorded reflections with a three-month follow-up. The meditative breathing intervention intervention was described by students and the classroom teacher as leading to a calmer and more peaceful classroom climate. They indicated reduced anxiety, increased clarity of thinking, improved self-regulation and engagement. A number of students described taking the skills that they had learned in the programme and regularly applying them in other contexts. Implications for teachers and teacher training are discussed.</p>

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A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand

Abstract: This study investigated the effects of an eight-week mindfulness in schools

Cited by 12 publications

References 24 publications

Psychological Wellbeing, Mindfulness, and Immunity of Teachers in Second or Foreign Language Education: A Theoretical Review

Psychological Wellbeing, Mindfulness, and Immunity of Teachers in Second or Foreign Language Education: A Theoretical Review

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Meditative Breathing A Catalyst for Positive Change

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