Advancements in mental health have brought forth various therapies that help individuals get over troublesome situations that they encounter in life. Eastern meditation practices in particular Buddhism focused on mindfulness of sensations, body, and mind as well as a mental phenomenon. The practice has since found its way into modern counseling practices with practitioners embracing the entire concept for its beneficial aspects. Overall, this paper will analyze the practice of mindfulness including its history and application in education, particularly in the classroom setting and its impacts on performance.
History of Mindfulness in Education
Mindfulness today is a common practice that many followers of the Buddhist religion originated. Mindfulness embraces a way of being present in the world. Jon Kabat-Zinn, the founder of the term “Mindfulness,” defines the term as paying attention in a particular way: on purpose, in the present moment, and non-judgmentally ( Kabat-Zinn, 2018). Mindfulness has a long history and is practiced in many ways today. Meditations, Yoga, Tai chi, are all practices that are found in the realm of mindfulness. These ancient practices are finding their ways into schools all over the U.S. to address the modern problems of excessive stress, anxiety, and stigmatization that students face ( Bandyopadhyay, 2018). These practices may prove effective in urban schools, where many students grapple with multiple stressors that affect their academic performance and learning.
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Kabat-Zinn, the founder of Stress Reduction Clinic as well as the Center for Mindfulness in medical practices and Professor of Medicine Emeritus stand as the first practitioner to put the concept of mindfulness into practice. Kabat-Zinn was introduced into Buddhism philosophy while studying at the MIT. Kabat-Zinn later in 1979 established the Stress Reduction Clinic based at the Medical School of the University of Massachusetts where he introduced Buddhist teachings focusing on mindfulness as well as developed the Stress Reduction and also Relaxation Program ( Kabat-Zinn, 2018) . The program later changed to Mindfulness-Based Stress Reduction abbreviated as (MBSR). The program eliminated the Buddhism framework and downplayed any link between Buddhism and mindfulness. The motive behind downplaying the relationship between mindfulness and Buddhism was to enable him to introduce the concept into mainstream clinical practice as it is the case in contemporary practice. The move changed the perception of the public towards the concept of mindfulness.
Kabat-Zinn’s new definition of mindfulness as the psychological process that draws one’s attention to the external and internal experiences that occur at the moment, developed through the process of meditation as well as Yoga and Tai Chi also demonstrates his isolation of the concept from Buddhism by introducing psychological concepts. The public exercise a lot of caution when it comes to participating in a therapeutic activity linked to a particular culture. Little understanding of Buddhism tradition by the vast majority of the world’s population informs the fear that people had on mindfulness ( Bandyopadhyay, 2018). The world has different religions, and people demonstrate great loyalty to their religions.
Associating the practice of mindfulness with Buddhism would have limited its application in that the rest of the religions that do not adhere to Buddhism traditions would have kept off the practice for fear of taking on another faith. Ideally, people tend to compromise their religious teachings for scientific principles as they view science as the implementation of their religious teaching but might not readily take on the practices of another religion even if the practices have beneficial impacts on them ( Bandyopadhyay, 2018). Contemporary studies have focused on researching the effects that mindfulness has on the brain by use of Neuroimaging techniques, behavioral tests, and physiological measures. Overall, the practice of mindfulness has had a long history tracing its origin from the Buddhism religion to the point where its founder Kabat-Zinn disassociated it from Buddhism and gave it a psychological background for the sake of its acceptability.
Science behind Mindfulness
Increased levels of stress-related complications have generated interest among researchers who believe that mindfulness might provide a lasting solution to the problem. Vast amounts of research have gone towards establishing the effectiveness of the practice of mindfulness meditation training that focuses on organizations and individuals with the aim of managing stress, increasing health as well as the well-being of individuals ( Baer, 2015). The studies also focus on the effectiveness of mindfulness in enhancing performance; leadership and interpersonal skills. Buddhists meditate to understand themselves as well as their connections to other human beings with the hope that by engaging in the exercise, they free themselves from suffering and gain enlightenment.
Learning to concentrate on current experiences and embracing them without judgment enhances an individual’s happiness. Mindfulness affects various aspects of one’s psychological well-being including increasing positive emotions, emotional reactivity, decreasing anxiety, and job burnout. Ideally, mindfulness entails developing a deeper relationship with self through meditation. The deeper relationship and understanding of oneself provides the basis upon which therapeutic techniques develop ( Dalen, Sibinga, Krasner and Kabat-Zinn, 2018). The techniques help in improving one’s emotional control concerning time and practice and improve connectivity between the various parts of the brain.
Mindfulness has a link to the changes that occur both in the brain and body’s secretion of hormones as well as other chemicals that affect one’s physical health. Brain imaging studies have indicated that mindfulness alters eight brain regions including memory, body awareness, and self-awareness thoughts. In the reduction of fear, brain imaging tools particularly fMRI indicate that the response to threats that begins in the amygdala assumes calmness during the process of meditation. Meditation reduces the concentration of neurons which reduces the activities in the amygdala but increases the concentration of neurons in the prefrontal cortex that play significant roles in the regulation of emotions ( Dalen, Sibinga, Krasner and Kabat-Zinn, 2018) . Broadly, the reactive fear center located in the brain shrinks while the more thoughtful response center appears to grow.
Moreover, mindfulness has a close relation with changes that occur in connection to various regions of the brain. The most outstanding is the connection between amygdala: the fear responsive region that weakens even as the prefrontal cortex that regulates emotions in the brain strengthens. Overall, mindfulness reduces fearful and reactive responses while increasing thoughtful appraisal of events. Mindfulness changes the body in that it induces the relaxation response ( Dalen, Sibinga, Krasner and Kabat-Zinn, 2018). Broadly, the response serves to engage the parasympathetic nervous system that has a primary role of restoring the standard body levels particularly after responding to stress. Mindfulness enables the parasympathetic nervous systems to lower the respiratory rate, the heart rate, muscle tension, and blood pressure.
It is important to indicate that mindfulness reduces physical symptoms associated with stress such as C-reactive proteins, Cortisol, and interleukin 6. The reduction has desirable effects since it helps in keeping at bay conditions and diseases associated with them such as insomnia, diabetes, diminished fertility, and mental health issues. Overall, meditation enhances an individual’s ability to engage the higher order and the pre-frontal cortex regions which in turn serve to down-regulate the lower-brain action. Importantly, regulation of hormones and body chemicals that the body secretes during stress during the flight or fight response impacts positively on the overall health of the individual. Meditation enables the brain to focus on the higher order events which do not involve the secretion of hormones that keep the body on high alert ( Dalen, Sibinga, Krasner and Kabat-Zinn, 2018) . The muscles relax when the body stays in the state of certainty commonly associated with individuals during meditation exercises, and the blood pressure remains normal.
Benefits of Mindfulness in Education
Healthy stress remains an essential part of life including childhood. Adults, as well as children, require challenges for them to grow and develop properly. However, the contemporary education system grapples with toxic stress that has replaced healthy stress. Toxic stress tends to occur when demands in life consistently outpace one’s ability to cope with them. The education sector has also suffered the brunt of toxic stress in that it impairs the attention of learners, sleep, and readiness to teach ( Crane et al., 2017). Toxic stress also has lifelong effects on the physical and mental health of an individual.
Individuals working in the education sector encounter a lot of stress. For instance, teachers have to deal with stress that arises from syllabus coverage since the stipulated timelines have to coincide with the completion of provided syllabus. In addition, teachers have to deal with stress brought about by students some who might present indiscipline challenges. Besides, they have to deal with pressure from their seniors on various factors which make them potential beneficiaries of mindfulness therapy. The senior staff at the school also deal with a myriad of a stressful situation at the school in their quest to ensure that everything runs smoothly ( Crane et al., 2017). They deal with pressure from the curriculum implementers who demand reports on the progress of curriculum implementation after every evaluation period. The above cases explain why schools ought to have trained experts who will ensure that the staff learns and acknowledge the significance of mindfulness at all times. Mindfulness at the school setting helps to prevent the burnout effect and reduces staff turnover ( Crane et al., 2017). Reducing the rate of staff turnover enables schools to keep teachers with experience who enable learners to grasp academic concepts without many difficulties.
The introduction of school-based mindfulness program has brought various beneficial results to the learners. The practice of mindfulness has enhanced the learners’ well-being which means it has improved the manner in which children feel or perceive themselves and how they relate to others. Wellbeing, on the other hand, affects the way children think, engage and learn ( Crane et al., 2017) . Mindfulness thus enhances the attention of the learners while in class. The focus of a learner has a significant role in the grasp of content while in class as poor attention results in the poor grasp of content and ultimately poor results in evaluation exercises whereas high concentration, on the other hand, increases the rate of content grasping and overall good performance. Arguably, wellbeing, focus and good performance go hand in hand.
The innovation and extensive use of technology particularly social media and the smartphones has affected many learners negatively. The devices have introduced a new problem of information overload that the learners have failed to cope with over the years. Performance pressure has also increased among learners from parents and the society who put a lot of premium of excellent grades that come at the expense of the learners’ emotional health. The resultant pressure has made meditation an important therapy for the learners. Learners who meditate for a given period in a day and after the exercise feel rejuvenated and empowered to cope with the pressures ( Zenner, Herrnleben-Kurz and Walach, 2014). In addition, mindfulness has enabled learners to relate well to their peers through positive socialization at the class environment, which helps them to generate positive energy that stands essential in dealing with various life challenges.
Mindfulness in education also helps learners in decision-making that forms an integral part of the education process. Learners encounter many situations in their academic lives that require prudent decision-making skills. During evaluation exercises, learners have to decide on the question they will attempt; they will also have to make decisions on which questions to attempt first and when to start or conclude their exams ( Zenner, Herrnleben-Kurz and Walach, 2014) . Learners also decide on the appropriate time for studying among other scenarios. Taking a moment to meditate enables learners to achieve calmness, and with it, one can make a good decision even in a tense situation.
Meditation, therefore, enables learners to focus their minds during tense evaluation exercises and with focus and calmness, they recall the information they need while responding to the evaluation questions. The overall impact of the practice will be high scores in the results. Generally, mindfulness has a lot of positive benefits on the education system as it improves relationships between learners and teachers as well as attention and concentration of the learners. The other positive impact is that learners concentrate and focus on the events that occur at that particular time without using their past to judge their current circumstances, which results in an overall good performance ( Kabat-Zinn, 2018). The past has a lot of influence on an individual and learning how to control the relapse to past negative events affects one’s ability to enjoy a better future life.
Incorporating Mindfulness in The Classroom
Incorporating mindfulness in the classroom has become a necessity for teachers in the entire world as the number of children suffering from stress and anxiety keep increasing due to the complexity of life. The busy and stressful lives leave them wondering what the future holds as they stare at it with a lot of uncertainty. Mindfulness enables them to live for the present moment while enjoying as well as experiencing all that life presents at that particular moment. Instructors understand that children learn best when they feel comfortable, safe, and relaxed ( Harrington and Dunne, 2015) . Teachers have also realized that while it is important to give the children the precious gift of lifelong learning, it is also important to reward them with the gift of mindfulness.
Teachers have taught children how to deal with stress and anxiety by taking shallow breathes directly into their chests. Children now use the important technique of breathing deeply into their bellies for calming their bodies and minds ( Skinner and Beers, 2016). Children in many classes have mastered the skills associated with breathing mindfully by placing their right hand on their belly and the left hand on their chest as they feel the rise and fall of their breath ( Harrington and Dunne, 2015) . During tense evaluation exercises, children tend to exercise the practice as they close their eyes and then count one to three, and then exhale as they repeat the same process as they inhale until they achieve the calmness that they need.
Teachers also use leaners’ sensory experiences to help children relax and focus. Children listen to relaxing music as well as other calming sounds that exist in the classroom. Teachers also take children outside to make them interact with nature as they hear sounds in the environment. Creating mind jars and playing spy has also proven effective in the classroom setting. Mind jars involve putting various items that contain strong smells such as cheese, popcorn, cinnamon and flowers in jars and allowing children to guess the items by way of using their sense of smell ( Harrington and Dunne, 2015) . Equally important, asking children to close their eyes and presenting them with materials such as sponge and cotton then asking them to identify the same materials provides one of the examples of how teachers have incorporated mindful learning in the classroom environment.
A teacher can also incorporate mindfulness in the classroom through guided imagery. Research indicates that children learn many things at their tender age and as they progress, they simply add on to the knowledge that they already have. Mental imagery thus enables the learner to expand their creative knowledge and put into use knowledge already acquired in their early years of development ( Skinner and Beers, 2016) . Guided imagery has a great impact particularly in developing children’s imagination. The other significance is that it enables learners to integrate their current studies with prior knowledge ( Hebert, 2018). For instance, if a teacher wants to introduce a new topic such as oceans, he/she may ask the children to close their eyes even as the instructor takes them through an imaginary journey in a submarine in the ocean. After narrating to the learners the imaginary journey, the teacher will conclude the journey by asking the learners to breathe deeply then afterward open their eyes and draw the things they envisioned during the imaginary journey.
Importantly, mindfulness through guided imaginary has become an important teaching skill that enables learners to develop their imaginative skills. Imaginative skills play a significant role in the learners not only in the academic environment through functional writing but also to their careers as authors ( Kabat-Zinn, 2018). Mindfulness through guided imagery also enables learners to relax emotionally and mentally, which places them at a comfortable position to learn and grasp the content ( Hebert, 2018). Relaxation and concentration share close similarities and one cannot exist in the absence of the other. Children with relaxed minds tend to focus better, perform better in class as well as participate actively in the classroom.
Teachers can also incorporate mindfulness in the classroom through movement. Human beings adopted the use of movement since the days of the early man as hunting and a survival skill of evading their predators. Introducing movement in class enables students to make use of their natural approach to learning. Yoga provides a simple strategy that adds movement to the learners’ school day. Notably, teachers can instruct their learners to mimic their immediate environment as a way of developing their self-confidence and self-expression. Learners can practice Yoga at the comfort of their chairs or even in the gym ( Hebert, 2018) . Teachers can also use poses that relate or correspond to the topic to make it more meaningful for the students. For instance, if the topic revolves around animals, the teacher can bend to pose like a lion to make the children get the image of a lion on four limbs.
Practicing mindful skills in movement enhances the learners’ ability to envision the image of the things that the teachers present to the learners. Importantly, incorporating movement while describing things enables learners to draw knowledge from their reserves concerning what they already know regarding the topic at hand. Learners who are perfect in the skills of exercising mental imagery find it easy to grasp concepts even as they advance with their education to higher levels ( Hebert, 2018). The brain expands rapidly improving the learner’s recall power. Establishing the relationship between concepts plays an important role in learning and mindfulness thus encouraging one to form such links.
Benefits of Mindfulness to Low Socioeconomic Communities
Communities with low socioeconomic status experience the highest number of suicides as individuals find it difficult to cope with the tough economic situations. Poverty in such communities makes it difficult for individuals to attain their personal goals as well as access basic needs such as food, shelter, and clothing. The high poverty levels come with stress as the individuals live a life full of uncertainties as they do not know what the future holds for them ( Spears et al ., 2017). The prolonged stress develops into depression over time, and when the situation is not addressed through proper counseling by trained personnel, the individuals opt to take their own lives as a way of evading the pains and suffering of each day. Mindfulness comes in handy in enabling individuals from the low socioeconomic communities to cope with their life challenges. Counseling centers established in various healthcare facilities across the world have helped reduce cases of depression and suicide among the members of the said communities.
Community members stream into the centers for the counseling sessions, and the counselor engages the members in meditation exercises until they achieve the therapeutic benefit. It has also become a common practice for members in the low socioeconomic communities to engage in meditation exercises at prescribed places, which have impacted positively on their health conditions ( Spears et al ., 2017). Overall, the use of meditation has reduced incidences of depression and related complications such as insomnia that come with the condition. Mental health remains essential in an individual’s overall health and thus improving the same helps in promoting the members overall good health.
Importantly, members from the low socioeconomic community benefit in the sense that the practice enables them to reflect critically about their situation and ways of overcoming the poverty crisis that they find themselves trapped in at the moment. Focusing on the immediate situation provides members with an opportunity to come up with ideas that provide a solution to the problem. Mental concentration enables members from the category to establish solutions such as business, entrepreneurship among others that go a long way in liberating the group from the challenges that they face ( Spears et al ., 2017). Overall, mindfulness influences one’s response to a crisis including poverty. Mindfulness modifies the manner in which individuals process information about risks and change their environmental behavior by way of increasing their motivation to alleviate suffering and support the government’s efforts towards stemming rampant poverty. Mindfulness has also enabled members from the low socioeconomic status to live with the challenges of their situation by way of minimizing habitual, automatic or impulsive reactions while increasing cognitive flexibility.
Low socioeconomic communities benefit from mindfulness in that it encourages members to be more aware of matters concerning social justice as well as injustices. Mindfulness makes people sensitive to various contexts. Ideally, it cultivates intrinsic moral values to individuals in society, and the same values reflected in the behaviors of the people ( Parent et al., 2014). Low socioeconomic communities face various challenges as a consequence of their economic status. Most people in such setups engage in criminal activities to make a living or out of the desire for quick riches ( Spears et al ., 2017). Cases of grabbing of public property and crimes of robbery with violence also thrive in low socioeconomic societies due to lack of morals by the community members. Since mindfulness as a curative therapy instills morals in the individuals such as kindness, honesty among others, it naturally eliminates such crimes and makes the societies a safe place to live in for all the people.
Studies indicate that living in low socioeconomic status elevate levels of both chronic and acute stress, which results in increasing rates of hostility, hopelessness, anger, and depression — the challenging emotions that people living in the poverty-stricken neighborhood have huge medical ramifications including increased levels of cardiovascular diseases and also the mortality rates. It is estimated that 60-90 percent of physician visits arise from stress-related disorders ( Spears et al ., 2017). Much as not everyone who lives in low socioeconomic status experiences various challenges, it is evident that socioeconomic status impacts one’s health to a big extent. The non-governmental organizations working in poverty-stricken areas rely on the concept of mindfulness while reaching out to communities in those areas as they dispense their services.
Importantly individuals working for the same organizations either as volunteers or permanent staff often suffer from the impact of their work. Most staff or volunteer workers develop Post Traumatic Stress Disorders which also require mindfulness to deal with driving them to depression ( Shapiro and Carlson, 2017). Mindfulness appeals to the members of the low socioeconomic communities since it is the cheapest therapy for stress that everyone can exercise without visiting a physician or an expert. Taking moments to meditate is something that everyone can do if trained in advance on how to go about with the procedure. Noteworthy, mindfulness provides members with an opportunity to reflect critically on their situations as well as the possible ways they can get out of the same using the options available.
Effectuating Mindfulness in School
The question on how to implement mindfulness in school has remained a challenging one to most policymakers and other stakeholders in the education sector. Understanding the implementation of mindfulness in schools begins with understanding the term implementation. The term refers to the manner by which a given program comes to practice to reach the participants ( Felver, Celis-de Hoyos, Tezanos and Singh, 2016). Implementing mindfulness in school set-ups represents difficulties regarding resources and time, which have the quality of being precious and limited.
Implementation begins with having individuals who support the program including the head teacher or Senior Leadership Team. Support from the top management plays an integral role in ensuring the success of the program. Their support acts as an inspiration to the rest of the staff who will want to follow suit in what the senior management team does ( Bostic et al., 2015). The students will also emulate the senior staff, and with time, everyone at the organization will embrace the program. The school ought to have that one individual who needs to keep reminding the rest of the team members on the importance of following the program to the latter.
Implementing the mindfulness program in school also requires that the implementers set aside enough resources regarding space, curriculum time, and funding. Curriculum time involves allocating enough time for teaching the program in the curriculum. The use of integration will help in that the program ought to find space within the syllabus and not stand alone as a discipline on its own. Incorporating the program in the curriculum will ensure that learners interact with the contents of the program in every discipline that they take at school ( Bostic et al., 2015) . Doing so will ensure that the programs get enough time in the curriculum for learners to internalize the concepts at deeper levels. Space, on the other hand, entails spreading the program over a given duration to ensure that it allows for proper coverage between evaluations ( Felver et al., 2016). Space will enable the implementers to evaluate the effectiveness of the program and address areas that might require review.
Funding remains another critical issue in the implementation of the program. Funding involves committing money in the program. For instance, the implementers ought to set aside some cash in meeting the remuneration costs of the staff that carries out the actual teaching at the various schools. Teachers play an integral in the delivery of the program to the students and thus their adequate remuneration ought to stand as a matter of priority ( Felver et al., 2016). Besides, the implementers will require monetary resources to purchase teaching and learning equipment at the school level. Books that contain the content of the program will have to be purchased and distributed to all the school scheduled to run the program because without them, then the program stalls right from the beginning.
Equally important, the program of such, magnitude requires constant evaluation after a given duration to assess its overall effectiveness. Evaluation exercises require a monetary commitment that will aid in meeting the needs of the evaluators. School counselors have also embraced the concept of mindfulness in their counseling activities, and with it, considerable success has been witnessed ( Hobby and Jenkins, 2014). School counseling deal with a myriad of issues ranging from indiscipline cases to poor performance by the students among others. Incorporating mindfulness skills has enabled them to have many instances at once since all that the therapy needs are the student’s cooperation ( Felver et al., 2016) . The students also feel empowered after the mindfulness section as they benefit from learning lifelong skills that will help them in many other occasions beyond the school setup. They also feel to be in control since they play a big role in effectuating the mindfulness therapy with the counselor providing guidelines on how to meditate effectively.
In conclusion, mindfulness as a psychological therapy has changed the lives of many people through the therapeutic aspect that it gives. Mindfulness relives the body of hormones and chemicals secreted during the fight or flight responses initiated by the body. The body resumes its calm, and the mind relaxes. During the process, the heart rate and respiratory rate also reduces enabling the individual to operate normally. Mindfulness has a broad application in that besides its use in schools; it also plays an integral role in society in general particularly in the low socioeconomic communities. Individuals living in low socioeconomic communities meditate a lot as a way of ridding themselves of stress and also coping with the challenges that life presents to them at that level. The application of mindfulness as a stress therapy has shown positive feedback that indicates declining numbers of depression and suicide cases among the low socioeconomic communities.
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