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Mindfulness-Based Learning

What is Mindfulness-Based Learning?

Mindfulness-Based Learning

is an embodied way of teaching, leading, and being across all domains in education (emotional, social, content areas, academics, executive functioning, etc.) that focuses on the well-being of the whole self and whole learning community through mindfully cultivating awareness, connection, regulation, and equitable decisions as mindful global citizens.

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Through Mindfulness-Based Learning, We Become
Mindful Global Citizens

Mindful Global Citizens value the interconnection between themselves and the world by embodying presence, self-awareness, cultural competency, and social justice. They are lifelong learners who take action and advocate for an equitable, ethical, and sustainable society.

(Frank, Rohrbach, Fullerton; Framework Contributors 2024)

​Embodiment

  • The key word "embodied" varies from past approaches in education--especially for  social, emotional, and well-being domains--because it advocates that adults learn and integrate mindfulness-based learning prior to, or alongside, their students.
 
  • Integrating embodied practices through mindfulness-based learning offers a sustainable and supportive solution for our evolving educational ecosystem. 
 
  • Shifting our approach gives permission to educators and leaders to nurture their own well-being as an integral part of the educational experience. 
 
(Frank, Rohrbach, Fullerton; Framework Contributors, 2024)

Educating Mindfully Framework

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​Since mindfulness-based learning is based in embodied practices, there is no one avenue or prescribed method to follow. There are many different paths that are differentiated for each person; for this reason, the Educating Mindfully Mindfulness-Based Learning Framework was developed to provide guiding foundational principles around mindfulness-based learning that are holistic in nature, as well as broad and adaptable. This framework was created to find an accessible way to explore concepts that can often feel abstract. Instead of typical implementation procedures, we offer a reframing lens of cultivating an evolving educational ecosystem. An ecosystem provides a certain sense of stability yet is constantly changing. Every component within the ecosystem is interconnected and provides nourishment for the other components with which it interacts. Learn how to integrate the framework through our micro-credential program. 

(Frank, Rohrbach, Fullerton; Framework Contributors, 2024)

Mindfulness-Based Learning Skill Progression

The mindfulness-based learning skill progression becomes a continuum for the development of skills across all domains, especailly social and emotional, through mindfulness and embodiment. It takes the current foundational awareness of social and emotional learning and moves into connection as a bridge.

  • Defines each mindfulness-based learning skill

  • Shows how mindfulness amplifies each SEL competency as it is currently understood

  • Becomes a proactive approach to social and emotional skill developement for adults and children across all domains in education (not just social and emotional learning) 

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Join Our  
Micro-Credential Program
Through our program, you will learn how to fully integrate mindfulness-based learning into your school, classroom, and life. 

Supportive Research & Resources

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  • Braun, S., Greenberg, M., Roeser, R., Taylor, L., Montero-Marin, J., Crane, C., Williams, J., Sonley, A., Lord, L., Ford, T., Team, T., & Kuyken, W. (2024). Teachers’ Stress and Training in a School-Based Mindfulness Program: Implementation Results from a Cluster Randomized Controlled Trial. Journal of School Psychology, 104. https://doi.org/10.1016/j.jsp.2024.101288

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  • Braun, S. S., Schonert-Reichl, K. A., & Roeser, R. W. (2020). Effects of teachers’ emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69, 101151. https://doi.org/10.1016/j.appdev.2020.101151

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  • Cipriano, C., Strambler, M. J., Naples, L., Ha, C., Kirk, M. A., Wood, M., Sehgal, K., Zieher, A., Eveleigh, A., McCarthy, M. F., Funaro, M., Ponnock, A., Chow, J., & Durlak, J. (2023). Stage 2 Report: The State of the Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions. OSF Preprints. https://doi.org/10.31219/osf.io/mk35u

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  • Domitrovich CE, Bradshaw CP, Greenberg MT, et al. Integrated models of schoolbased prevention: logic and theory. Psychol Sch 2010;47:71–88

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  • Dunning, D., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research review: the effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomised controlled trials. Doi: 10.1111/jcpp.12980

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  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions: Social and Emotional Learning. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

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  • Durlak, J., Mahoney, J., & Boyle, A. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. 148, 765–782. https://doi.org/10.1037/bul0000383

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  • Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities. Remedial and Special Education, 36(5), 299–311. https://doi.org/10.1177/0741932514564564

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  • Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693

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  • Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., Nuthall, E., Raja, A., Taylor, L., Tudor, K., Viner, R.M., Allwood, A., Auckland, L., Dunning, D., Casey, T., Dalrymple, N., De Wilde, K., Farley, E.-R., Harper, J., … Williams, J. (2022). Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial. BMJ Mental Health, 25(3), 125-134. https://doi.org/10.1136/ebmental-2022-300424

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  • Lawlor, M. S. (2016). Mindfulness and social emotional learning (SEL): A conceptual framework. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice (pp. 65–80). New York, NY: Springer New York : Springer. https://doi.org/10.1007/978-1-4939-3506-2_5

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  • Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031

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  • Tudor K, Maloney S, Raja A, et al. Universal mindfulness training in schools for adolescents: a scoping review and conceptual model of Moderators, mediators, and implementation factors. Prev Sci 2022. doi:10.1007/s11121-022-01361-9. [Epub ahead of print: 10 Mar 2022].

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