Teachers Teaching Mindfulness with Children: Being a Mindful Role Model
The Australian journal of teacher education October 1, 2018 DOI: 10.14221/ajte.2018v43.n10.1 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 8 |
| Population | Experienced MindBody Wellness instructors teaching children mindfulness in the United States and Australia |
| Topics | Meditation |
| Citations | 12 |
| Key findings | Participants held that teachers of children's mindfulness need first to connect deeply with their own practice, which they viewed as the elemental foundation for becoming a mindful role model. They also reported that cultivating mindfulness with children is enhanced by creating a mindful school culture. |
Abstract
Mindfulness is taking a preeminent role in today’s education system. In the current study the author explored how experienced MindBody Wellness instructors make sense of teaching children mindfulness. The methodology of Interpretative Phenomenological Analysis combined with autoethnography was used to interview eight teachers from the United States and Australia teaching children mindfulness. In this article, the author discusses findings related to the theme of Being a Mindful Role Model. Participants, on the whole, felt that someone looking to teach children mindfulness needs first to connect deeply with the practices. They felt this connection was an elemental foundation in becoming a mindful role model and teaching children mindfulness. The experienced mindfulness instructors also found that cultivating mindfulness with children is enhanced by the creation of a mindful school culture. A number of recommendations are suggested, including the establishment of MindBody Wellness and mindfulness teacher training courses at the university level.
Comparable studies
Other qualitative studies on meditation, most cited first.