Mindfulness as an Intervention for Self-Regulation and School Reintegration in a Trauma-Informed Primary School Post COVID-19 Lockdown
Mindfulness August 1, 2024 Katrina Diamond
Abstract Objectives The unprecedented global pandemic and enforced isolation have increased emotional, cognitive, and social dysregulation in children, exacerbated by an educational environment dominated by a recovery agenda focusing on academic outcomes and regular testing, which continues. The use of a creative, agentic mindfulness activity was employed to support school reintegration,...