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The Mindfulness in the Schools

Abstract

Mindfulness has been utilized by many schools so that the behaviors of the students are improved. The ideas generated by the students during their class sessions have been used to improve their lives. The students at the institutions are taught on how they can deal with stress affecting them. Documentation has been done by various health centers to depict the type of stresses affecting the individuals. The corporate organizations have categorically come up with programs that are meant to favor their employees. Individuals are taught how they can enact a mindfulness culture to improve their wellbeing. The experiences of the individuals motivate them to effectively deal with the stress. The individuals have been made aware of the physical symptoms that come with stress.

Mindfulness in the Schools

Room to breathe documentary depicts the transformations that individuals undergo at the institutions of learning. The educators, students, and families are taught how to be mindful of what is affecting them (Ager, Albrecht and Cohen, 2015). The film has been set up in a public school to demonstrate the harsh, challenging environment that the stakeholders pass through. The documentary has integrated mindfulness to show how certain individuals deal with it in their respective environment. Collaboration, patience, and skills have demonstrated in the program. The stakeholders can now access even the harsh classrooms effectively through the program.

Mindfulness is the ability of the individuals to pay attention. Individuals through the program are made aware of their own experiences. The counselor states that the school was called an apartheid land. The institution enrolled the African American students and the Latinos who felt they were not appreciated at the institution. The students felt they were not part of the institution. The school is characterized as an apartheid land since struggling school going kids in San Francisco are taught about mindfulness by an accomplished instructor. The pupils are in the public institution in their middle level of learning.

The classrooms of the school have been ranked highly regarding overcrowding. Furthermore, disciplinary cases have marred the institution. The learning environment is also harsh for the students. The administrators of the school have a hard time controlling the pupils. They have a hard time forcing children who have already switched out from the classroom environment to listen to what they are teaching. The administrators also have the choice of coming up with inner practices that are time-consuming to help the pupils understand what they are teaching.

The main aim of the program was to improve the emotional, social, and attention skills of the students. The facilitator of the program introduced mindfulness training to improve the lives of the underachievers in the school. The individuals were encouraged through the programs to be self- respective and to be comfortable always. The objectives that Megan Cowan began with during the training were not helpful to the students. They were chaos among students in the science and math classes. The students are observed throwing things, bickering, gossiping or even leaving the classes.

The therapist finally engages the students in meditative exercises after she excuses the rowdy youth from the classrooms (Szabo & Jarand, 2015). The idea works out for her as the remaining ones are keen on the sessions that she takes them through. Some of the students even lead the exercises. School grounds and the classrooms have been used to document the film. The parents have been involved where they encourage their children to utilize well the opportunity for education.

There was change finally among the two African American boys and the two Latino boys. They effectively followed the mindfulness instructions hence their school grades, and the behaviors improved. The four students had initially struggled with their actions and schoolwork. The next step that the mindfulness instructor should take is to invite other like-minded experts to encourage the students on their values for education. The students who have reformed through the programs are encouraged to help their peers understand the need for change in their lives. The interview session should be extended to incorporate the achievements of the reformed students.

References

Ager, K., Albrecht, N. and Cohen, P. (2015). Mindfulness in Schools Research Project: Exploring Students’ Perspectives of Mindfulness—What are students’ perspectives of learning mindfulness practices at school?. Psychology, 06(07), pp.896-914.

 Szabo, L., & Jarand, J. (2015). Finding Room to Breathe Within Narrow Margins. Chest148(4), 574A. http://dx.doi.org/10.1378/chest.2272

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