![]() Taken together, this approach shows much promise, because children are more like to learn and internalize something that is integrated into the educational experience. There is an enrichment opportunity for teachers in social studies, language arts, and science to build elements into their teaching. So, in addition to the primary teacher, there is an expectation of using a core breathing practice at the beginning and the end of each day, and of possibly using it at some transition points. This curriculum is designed to be taught for most of a school year, with 15 to 30 minutes devoted to each class, and with participation by the school as a whole. I have been reading the MindUp curriculum, published recently by Scholastic. I am less familiar with the lessons written for high school students. They have been used with thousands of children, and teacher feedback has produced solid, tried and true, lessons. The Mindful Schools curriculum consists of 15 lessons of about 15 minutes each. I already had a well-developed personal meditation practice, and 4 years experience teaching mindfulness meditation to adults. I'm happy with the results, as are the students, teachers, and administration. I have been trained (a weekend of lecture and experiential learning) in the Mindful Schools curriculum, and taught it twice to 6th graders in New York City. And to Mindful Schools and the Hawn Foundation for looking really deeply into curriculum needs and creating new programs. Thanks to Daniel Goleman and Linda Lantieri for their pioneering efforts. Mindfulness is often a part of this learning, often abbreviated to SEL. ![]() For a meta-analysis of 200+ studies involving 250,000+ children, see here. There is now substantial evidence that teaching social and emotional skills to children in all grades through high school pays off.
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