Implementing Mindfulness in Schools: An Evidence-Based Guide

Implementing Mindfulness in Schools aims to provide practical, trustworthy and evidence-based guidance on developing mindfulness in schools and in the whole community who work and learn there. It attempts to bring some clarity to an area of education that is growing fast, and with very promising evidence and much enthusiasm from schools, but which can be confusing and is often riddled with misunderstandings. The guidance is based on: international scientific evidence of the outcomes of mindfulness in schools. international empirical research on implementing and embedding mindfulness in schools for teachers and students. advice from a range of experts, drawn from innovators in schools, programme developers, researchers and academics and contemplative practitioners. The guidance is for a range of audiences: those who are actively working in the 3-18 UK education systems initiating, leading and developing practical work on in school settings, or policy mindfulness, with children and young people and the adults who work with them. The detail and application of the advice has a specifically UK focus. those from other parts of the world who are working in this area, and who should find the principles and the evidence base on outcomes and implementation relevant to their situation. those programme makers who are developing and leading mindfulness courses and practices specifically for use in schools or with young people. those who are working in related areas such as compassion, mental health, emotional and social education, personal development and reflective learning who want to explore what policy and practice around mindfulness has to offer in the joint effort to make schools more humane and effective places. those who are broadly interested in what is happening with mindfulness in schools. Edition 1.2 is published in 2024 with some minor amendments by Katherine Weare.

About the Author :
Katherine Weare is Emeritus Professor at the University of Southampton and co-lead for Education for the Mindfulness Initiative. Starting out as a secondary school teacher, Katherine is known internationally for her ground-breaking work on mindfulness in education. This grows out of a long career focusing on research and development on well-being, mental health, and social and emotional learning in education. Katherine has published some of the most influential books, papers and reviews in the field, advised UK governments, the European Union and the World Health Organisation, and led on the development of practical strategies and programmes across most European countries which have been sustained to this day. These include the seminal 'Social and Emotional Aspects of Learning' (SEAL) programme across the UK, and the 'European Network of Healthy Schools' across Europe, both of which put wellbeing at the heart of the whole school process. Her recent book, co-written with Zen Master Thich Nhat Hanh 'Happy Teachers Change The World: A Guide to Cultivating Mindfulness in Education' has been translated into 7 languages and won several awards. She is currently leading the development of the vibrant 'Community of Contemplative Education' for Mind and Life Europe. Adrian Bethune is a part-time school teacher and wellbeing-lead governor at a primary school in Buckinghamshire, the Education Policy co-lead at the Mindfulness Initiative and founder of Teachappy. In 2012, he was awarded a 'Happy Hero' medal by Lord Richard Layard at the House of Lords for his work on developing wellbeing in schools. In 2015, he was invited to speak at the Action For Happiness event, Creating A Happier World, on stage with the Dalai Lama. Adrian is author of the award-winning Wellbeing In The Primary Classroom - A Practical Guide To Teaching Happiness (Bloomsbury, 2018) and co-author with Dr Emma Kell of A Little Guide to Teacher Wellbeing and Self-care (Sage, 2020). He speaks and trains internationally, writes regularly for the Times Education Supplement and has contributed to several other books including Global Perspectives in Positive Education (John Catt, 2018), Children and Young People's Mental Health Today (Pavilion, 2019), and Just Great Teaching (Bloomsbury, 2019). He is also lead author and designer of the Oxford University Press International Curriculum for Wellbeing. Jamie Bristow is Director of the Mindfulness Initiative. Since 2013 he has worked in research and advocacy around the skilful adoption of mindfulness practices in society.

Review :
"Deep bow of appreciation to the entire team for the incredible (also elegant and balanced) work of the Mindfulness Initiative." Jon Kabat-Zinn "An incredibly useful piece of work - as you would expect from the team at The Mindfulness Initiative. It is authoritative, clear, comprehensive and really practical. It will guide the development of mindfulness in education for years to come." @GuyClaxton - Honorary Professor of Education, University of Bristol; Visiting Professor, King's College London; Emeritus Professor, University of Winchester "One of the greatest challenges of humanity is for us to understand our own minds. So much suffering to self and others is caused partly by lack of insight into what drives us. This wonderful initiative to bring the wisdom of mindfulness to our children could not come too soon." Professor Paul Gilbert. PhD, FBPsS, OBE "A comprehensive, accessible and inspiring 'must read' guide for all schools on a mindfulness journey." Amanda Bailey - Executive Director: Finance and Operations Star Academies "The Guide is a superb resource for anyone interested in implementing mindfulness in schools. Practical and evidence-based, we are recommending this as an excellent place to start." Chivonne Preston - CEO, The Mindfulness in Schools Project