Presence and Embodiment: The Root of Mindfulness-Based Learning
- Lindsey Frank
- Oct 11
- 6 min read
Lindsey Frank, M.Ed.
Educating Mindfully President & Director
Co-Creator of Educating Mindfully's Mindfulness-Based Learning Micro-Credential Program and Framework
Former PreK-8th Grade Districtwide Climate & Social-Emotional Learning Coach
Former K-5 Special Education Teacher, K-8 Interventionist, and 7th Grade Teacher
Transformational Coach
Illinois, USA
Before We Begin...
Defining Our Keywords:
Presence is being fully aware and engaged in what is happening right now.
Mindfulness is the practice of bringing curiosity and openness to our body, breath, emotions, and thoughts—moment by moment. It develops presence so we can increase our intentional awareness throughout our day and life.
Embodiment means that an idea or quality becomes lived—something we naturally express through our words, actions, and way of being.
Behind the Scenes of the Framework:
When developing the Mindfulness-Based Learning Framework, the co-authors—myself (Lindsey Frank), Carrie Rohrbach, and Dr. Kailyn Fullerton—engaged in ongoing reflection to uncover what truly sustains learning and well-being in education. Drawing from our personal experiences, the insights of our 2024-2025 Leadership Board, input from educational networks, and an extensive and ongoing review of research, two foundational elements consistently emerge: presence and embodiment.
We noticed that many current practices, guidance, and curriculum approaches addressing mental health and well-being in education often bypass–or made optional–the essential step of nurturing adult skill development, leading to disconnected and unsustainable integration. Research continues to affirm that the integration of adult learning and embodiment across domains is critical for meaningful and lasting change. When we begin cultivating presence and embodiment within ourselves as adults, the entire educational ecosystem benefits.
Mindfulness-based learning interrupts education’s chronic stress cycles by integrating well-being and mental health as foundational to teaching, leading, and learning. By tending first to the inner state of educators, schools create ripple effects that reach students, families, and communities. Adult well-being is the soil from which healthy learning communities grow and where rooted learning can occur.
What makes mindfulness-based learning different from other approaches is its foundation of presence and embodiment. These two framework components transform education from a detached transfer of information into a connected, human-centered experience. They are what make learning and leading sustainable across all educational content areas and environments. Especially with the accelerated growth of technology, we must value the importance of connection to ourselves and others in the learning process.
At its core, education is relational. The connection we have with ourselves is reflected in the relationships around us, including our classrooms. We cannot expect learners to grow or learn in a certain way if we ourselves are not embodying the skills. It is through our being how we cultivate relationship-based environments that invite curiosity, courage, and engagement. Research from Deci and Ryan’s Self-Determination Theory shows that when environments support autonomy, competence, and connection, motivation and learning flourish. That environment begins with the presence and embodiment of the adults in the learning community.
I like to think of presence as a teaching and leading superpower. When we are fully aware of the moment, we notice subtle shifts within ourselves and others—body language, tone, and other behaviors—that reveal what learners and/or colleagues need. This allows us to pivot proactively, instead of reacting from a place of stress or habit. Neuroscience backs this, Dr. Dan Siegel’s concept of the “Window of Tolerance” helps to support that when educators maintain a state of regulation and presence, they help to co-regulate their students, increasing their readiness to learn. Additionally, the HeartMath Institute’s research advocates for the coherence between heart, mind, and emotions to enhance resilience, regulation, connection, and learning. (Check out HeartMath Institute’s session from our 2025 Resource Showcase).
Embodiment is what gives presence integrity. Modeling a skill is important, but modeling can still feel performative—something we “do” for others. Embodiment is deeper. It is when the skill becomes a part of who we are, expressed naturally through our words, actions, and way of being. In education, this means showing up as our full-hearted selves. In the Learncast episode, I mentioned thinking about this concept as being on a continuum from modeling into embodying. We need both, but the goal is to continue moving on the continuum towards embodiment.
In our Mindfulness-Based Learning Framework, embodiment is portrayed as the sun that is naturally sustaining the ecosystem. The sun influences each part of the ecosystem, without it, the healthy ecosystem would cease. Presence is shown as a mountain. From the mountain, we can observe the broader landscape. We see different perspectives that reactivity and distraction might otherwise cloud. This perspective-taking fosters creativity, compassion, and clarity within the educational ecosystem.
The sun (embodiment) supports the rain (practices), the rain supports the ripples (learning community), and the ripples support the root systems
(mindfulness-based learning skills).
All are interconnected.
When educators live these practices, they become more than vessels of knowledge–technology can do this–instead, they begin to nurture mindful global citizens. Their way of being sends the message: You matter. You belong. You are safe to learn, grow, and contribute.
That is the power of mindfulness-based learning as we collectively open the heart of our learning communities.
Invitational Practices:
Below are the practices that I shared in the companion Learncast Episode:
Noticing your presence: Pause during your day and notice if you are present in that moment (within and beyond the classroom):
Ask:
Am I present right now?
Am I embodying the skills I hope to guide in others?
Does my experience change when I become more present?
Observing your hands: As you complete a task or move about your day, follow your hands. Do you find that you are able to stay present with what your hands are doing, or is your attention or eye gaze somewhere else? The more you can follow your hands, the more you can practice presence in that moment.
Narrating your actions: An extension to observing your hands is to include speaking out loud what you are doing. Notice if your actions are aligned with your thoughts in that moment. By just narrating your actions, your mind has no choice but to stay present and aware. Saying things like, “I am opening the cabinet and taking out a cup” or “I am walking to my meeting, I am opening the door…” it really challenges you to notice your level of presence. I also shared that this can informally turn into a language model or like a "think aloud" if you are doing this around students so that it is integrated, yet supportive to your presence.
Setting an intention: Before teaching or leading, take a moment to set an intention so that it focuses your attention in the present moment and throughout the experience. Notice what skills you may need to embody and intentionally make a commitment to integrate them. Extend this opportunity by inviting your students and/or staff to set their own intentions (or a collective intention) with you.
We have a “Setting Intentions” Educator Embodiment Card that can help guide facilitation.
Use your senses: The senses are a pathway to the present moment as they can only happen in the present, this is why it is a common practice that is recommended for becoming present.
Educating Mindfully book, Chapter 21 - Renee Metty shared the “Noticing Five Things” strategy.
Free download of our Mindfulness Toolbox - contains Renee’s practice
Big Change, Better You, Beautiful World - One of my children’s books that I shared in the Learncast episode that contains a connected practice
We have a “Senses” Educator Embodiment Card that can help guide facilitation.
Featured companion Mindfulness-Based Learning Lesson Inspiration for Educating Mindfully Members:
Educating Mindfully members, be sure to log into your account before clicking the link so you are taken directly to this resource. Not a member yet and would like to gain access to this resource and more? Consider joining us today or ask your school/district leadership team to invest in an Educating Mindfully Group Membership so every staff member has access.
About the Author
Lindsey Frank, M.Ed. is the President and Director of Educating Mindfully where she led the development of the Mindfulness-Based Learning Framework and co-created the Micro-Credential Program. She continues to guide program participants as a mentor and instructor.
She is the creator of The Butterfly Within®, offering transformational coaching and experiences to empower educators, leaders, and communities as Heart-Centered Changemakers within and beyond the classroom. Lindsey is an award-winning author of Big Change, Better You, Beautiful World; The Superpower of Your HEART; and a contributing author in Educating Mindfully: Stories of School Transformation Through Mindfulness.
With over 13 years in education, Lindsey has served as the districtwide (early learning through eighth grade) climate and social emotional learning coach, special educator, and interventionist. She holds a master’s degree in Educational Leadership.
Lindsey is a certified integrative transformational coach, mindfulness and meditation teacher, and yoga instructor, specializing in trauma-informed and inclusive practices. Additionally, Lindsey has been featured on educational podcasts and publications.
Connect With Lindsey Frank:
Instagram @LindseyFrank88
Facebook @TheButterflyWithin
References & Resources
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY, US: University of Rochester Press. https://selfdeterminationtheory.org/
Dieck. E. (2025). Applying Self-Determination Theory to education. Center for Self-Determination Theory. https://selfdeterminationtheory.org/topics/application-education
Center for Whole-Child Education. (2022). What is co-regulation and what does it look like in the classroom? Mary Lou Fulton Teacher's College: Arizona State University. https://turnaroundusa.org/what-is-co-regulation-and-what-does-it-look-like-in-the-classroom
Educating Mindfully. (2025). Mindfulness-Based Learning Framework. Educating Mindfully. https://www.educatingmindfully.org/framework
Education Scotland Foghalm Alba. (2020). Information note: Window of Tolerance. https://education.gov.scot/media/xz5djruw/window-of-tolerance-information-note-informed-level.pdf
HeartMath. (2024). HeartMath Institute: Empowering students with tools for emotional well-being. HeartMath Institute. https://www.heartmath.com/blog/health-and-wellness/heartmath-institute-empowering-students-with-tools-for-emotional-well-being
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