Beyond Coping in High School: An Emergent Mindfulness Practice Towards Embodied Wisdom
Mel Voulgaris
Journal of Contemplative and Holistic Education 2026 DOI: 10.25035/jche.03.02.04 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Constructionist multi-case study Qualitative Case report Peer reviewed |
|---|---|
| Sample size | 3 |
| Population | Three secondary school students |
| Intervention | Mindfulness practice underpinned by a contemplative framework |
| Topics | Meditation |
| Key findings | Argues that mindfulness as a contemplative practice, rather than a coping tool, cultivates embodied wisdom and is compatible with secondary students' needs and British Columbia's K-12 core competencies. In the author's multi-case study, three secondary students and the practice evolved in tandem, and participants grew in self-trust by grappling with core issues, suggesting potential for personal transformation and contributions to schooling and mental health. |
Abstract
Mindfulness practice is trending in schools. Within secondary education, it is oftentimes introduced as meditation for present-moment awareness of the self to support academic concerns. However, mindfulness practice in its original conception is a holistic way of cultivating human well-being towards flourishing. It is a practice that aims for awareness to the entirety of human subjective and intersubjective experiencing as it is emerging. In doing so, mindfulness evolves from a coping tool into a rich contemplative practice. This paper will make the case that mindulness as a contemplative practice facilitates the cultivation of embodied wisdom and that such a practice is inherently compatible with the needs and aims of students, particularly fitting with the Canadian province of British Columbia’s K-12 core competencies. Furthermore, the paper introduces qualitative research that the author conducted online, which showcases what an emergent mindfulness practice moving towards embodied wisdom can look like. The constructionist multi-case study demonstrates how three secondary school students intra-act with a mindfulness practice underpinned by a contemplative framework. It captures how participants and the practice evolved in tandem, and how participants have grown in self-trust by grappling with core issues. The findings illuminate the practice’s potential to nurture personal transformation and contribute to schooling and mental health domains.
Comparable studies
Other case reports and case series on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Brain sources of EEG gamma frequency during volitionally meditation-induced, altered states of consciousness, and experience of the self Advanced meditator | 2001 | Case study | n = 1 |
| Mindfulness Meditation for Alcohol Relapse Prevention: A Feasibility Pilot Study Adult alcohol-dependent graduates of an intensive outpatient program | 2008 | Prospective case series | n = 19 |
| How does it feel to lack a sense of boundaries? A case study of a long-term mindfulness meditator. A single long-term mindfulness practitioner (S) with 40 years of practice in... | 2015 | Qualitative case study | n = 1 |
| Loving‐kindness meditation to enhance recovery from negative symptoms of schizophrenia Individuals suffering from schizophrenia-spectrum disorders with persistent negative... | 2009 | Case study | |
| Mindfulness-Based Cognitive Therapy for Problem Gambling A female problem gambler | 2011 | Case study | n = 1 |