Mindfulness and Social-Emotional

Learning in School

Kathy A. Shoemaker, MA, EdS, LPC, NCC, ACS, CPS

“The faculty of voluntarily bringing back a wandering attention, over and

over again, is the very root of judgment, character, and will . . . An education which should improve this faculty would be the education par

excellence. “

William James The Principles of

Psychology, 1890

Mindfulness is . . .

“the awareness that emerges from paying attention on

purpose, in the present moment, and nonjudgmentally

to the unfolding experience moment by moment”

(Kabat Zinn, 2003, p. 145)

Emotional Intelligence

Daniel Goleman points out:the way in which skills in emotional intelligence

and management of self and relationships has always been transferred through face-to-face interaction.

In this digital age where students often text rather than communicate face to face the social part of the brain is not engagedso the skillset is not being learned as in the past

(Raz, 2014)

Social-Emotional Learning (SEL) is . . .

the process through which children and adults: • acquire and effectively apply • the knowledge, attitudes, and skills

necessary• to understand and manage emotions, • set and achieve positive goals, • feel and show empathy for others, • establish and maintain positive

relationships,• and make responsible decisions.

Social-Emotional Learning

CASEL, 2017

Self-regulation Promoted in SEL

Self-awareness Identifying

emotionsAccurate self-

perceptionRecognizing

strengthsSelf-confidenceSelf-efficacy

Self-management

Impulse controlStress

managementSelf-disciplineSelf-motivationGoal-settingOrganizational

skills

Social Interaction Promoted in SELSocial

awarenessPerspective-takingEmpathyAppreciating

diversityRespect for others

Relationship skills

CommunicationSocial

engagementRelationship-

buildingTeamwork

Responsible Decision-Making

Promoted in SEL Ability to make constructive choices

based on ethical standards, safety concerns, and social norms.

Realistic evaluation of consequences of various actions, and consideration of the well-being of oneself and others.

Identifying problemsAnalyzing situationsSolving problems

• Evaluating• Reflecting• Ethical responsibility

A Key Premise of SELUniversal preventative interventions support

student achievement and healthy development for all students Narrows the skills gap for vulnerable students Greater gains found for students who have

additional challenges that can put them at-risk Schools that adopt social emotional

learning goals support engagement and positive trajectories for all students, especially the most vulnerable

(Diamond, 2012; Durlak et al. 2011),

Social-Emotional Learning Guidelines

The U.S. Department of Education’s (2014) Guiding Principles: A Resource Guide for Improving School Climate and Discipline encourages strategic integration of SEL

Integrating MBSEL into schools has the potential to dramatically shift students’ experience of school and themselves as learners.

As the school community supports both educational and developmental success, they set a healthy trajectory into adulthood and throughout life (Cozzolino, 2013).

SEL & MindfulnessMindfulness interventions and SEL programs

are complementary, but not the same. While SEL is focused on outward goals,

mindfulness is focused on the internal experience

SEL & Mindfulness

SEL is an Outward-In process:• Practicing externally-focused behaviors

until they become internalized

SEL & Mindfulness

Mindfulness is an Inside-Out process:• Developing internal mechanisms that

creates a shift in outward behavior

Practicing mindfulness has been shown to: • increase competence, creativity,

positive affect, memory, health, well-being, and longevity, awareness of one’s thoughts, feelings, and actions

• improve attention, cognitive control, and emotional regulation

• relieve stress• lower anxiety, depression, negative

mood,• improve positive mood• enhance social, emotional, behavioral,

and physical health outcomes(Davidson & Begley, 2012; Kabat-Zinn et al., 1992; Langer, 2000;

Linden, 1973; Siegel, 2010)

Mindfulness-based social emotional

learning (MBSEL) Mindfulness-based social emotional learning

(MSBEL) interventions show potential for:enhancing SEL by: strengthening brain functions that support

self-regulation, motivation, prosocial behavior, cognitive clarity, and emotional stability

A recent review of mindfulness in education found improved cognitive functioning and emotional regulation led to improved academic performance, managing stress, and well-being (Waters, Barsky, Ridd, & Allen, 2015).

Most people require some type of formal training to develop the potential for mindful awareness (Roeser & Peck, 2009).

Learning the how and why of teaching and applying mindfulness skills in educational settings is becoming vital.

There are effective curricula focused specifically on teaching mindfulness skills to students, such as: MindUp, Learning to Breathe, and Mindful Schools as well as an abundance of free web-based resources.

Mindfulness-based social emotional learning

(MBSEL)

Mindfulness Interventions

• Mindful Breathing

• Mindful Listening

• Mindful Walking

• Mindful Eating

• Observing thoughts, feelings, sensations

• Monitoring arousal states

• Heartfulness• Gratitude• Body Scan• Yoga• Martial Arts

(Badenoch, 2008; Ivey & Zalaquett, 2011; Siegel, 2010; van der Kolk. 2015)

Let’s Share

What would you like to share about how you are using mindfulness in your schools?

What questions/concerns would you like to get some feedback from colleagues?