"It Felt Like I had a 1,000 Marshmallows in my Mouth!" Mindfulness and Meditation in Schools

Several years ago, a colleague and I conducted a pilot study that involved teaching 24 gifted elementary students how to meditate and practice other mindfulness techniques. Mindfulness has many definitions but generally involves training one’s mind to purposely pay attention. Each Friday, we met in the school’s media center and had the students practice breathing methods, visualization, yoga, mindful eating and walking, and gratitude. Following each practice, we interviewed the students about their experiences. We also gave them a survey before and after the program to determine if there were any significant differences in their ability to focus (for more information on the study, check out this article).

Overall, the students had very positive experiences. They reported feeling calmer, more relaxed, better able to focus, and more creative. Some noticed things they normally never noticed—like the fourth-grade student who said that when biting into a marshmallow, it tasted “like he had a 1,000 marshmallows in his mouth.” These normally fidgety, distracted students were able to remain still for a bit, to reflect, to become more aware of themselves and their environment; no cell phones, no iPads, just themselves and their breath. Consequently, our research, while small in scope, echoed other studies that showed mindfulness and meditation had positive impacts on both adults and children in various settings.

As these children grow, the world around them is anything but calming: threats of terrorism, information overload, political strife, images of violence projected instantly around the world, 24 hours a day. One can only imagine what world they will inherit. While teaching students to read, perform math, and understand science and technology is certainly important, I ask you to consider what we are doing in schools to help students deal with stress, to self-manage, to grow in self-awareness. How important is it to provide these kinds of tools to children and what place do they have in our education’s curriculum?

During the study, we used Dr. Michelle Bailey's book Parenting Your Stressed Child as a resource. Her work outlined simple, kid-friendly mindfulness techniques, which we shared each week with the students. Some techniques we taught were:

1. Mindful breathing - students sat with eyes closed and "watched" their breath go in and out.
2. Belly breathing - students placed a hand on their stomach and felt it go up and down as they breathed.
3. Visualization - students pictured themselves in their perfect, safe spot—where they were surrounded by people and things that brought them comfort.

There are many mindfulness programs on the market. My advice is to do your research and find one that meets your needs and the needs of your students.

"Finding" time to teach mindfulness in the classroom requires creativity. Try it during lunchtime clubs, afterschool programs, or morning meetings, as ways to take brain breaks between tests and assignments.

Whatever you decide, I hope you see the value in finding ways to incorporate mindfulness in education; it simply makes sense and lends itself towards teachers assisting children in developing the "whole child," one that has the tools and mindset to be successful and happy in today's chaotic world.

Steve Haberlin is a graduate assistant and Ph.D. student at the University of South Florida and an educator with 10 years of experience.