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.

Teacher Well-Being Focus: Being able to define and refine our values (presence) helps educators and students make decisions and connections, which then allows us to act as mindful global citizens. The connection to ourselves and our larger ecosystem is a key to embodied practice.

Every moment of authentic appreciation is a seed. These seeds—tiny, intentional, heartfelt—take root in our classrooms, our homes, our communities. And over time, they grow into something steady and life-giving. Gratitude becomes the garden we tend together.

Asking questions, listening, and sifting through that information can move us from “aspirational” leadership to mindful leadership.

The choice of "integration" is deliberate. We are not pursuing balance, a potentially harmful myth.

When I look up, I see everything from a different perspective. I see a world that is there, but that I often don’t attend to.

The various seeds of stress may either wither, grow into weeds, or fully blossom, depend on the tending practices and our perspective.

Resilience is not something that we just wake up and have. Resilience is a learned skill.

Emotional Regulation is a powerful approach that shifts from managing and coping to cultivating an ongoing regulated emotional ecosystem.

To water seeds of mindful communication, we need to develop presence, curiosity, and self-inquiry around how we communicate beyond words.

How do AI and HI actually collaborate? The answers to this question starts with mindfulness-based social and emotional learning. 

Resting is not merely a pause from activity; it is a crucial element in fostering self-awareness, resilience, and community care.

As educators, we navigate a complex social and emotional landscape every day. But how often do we stop to truly understand ourselves?

Discover how COSEM directly aligns with the CDC recommendations for mental health, well-being, and mindfulness in education.

Reflecting on Research By Lindsey Frank, President of Coalition of Schools Educating Mindfully (COSEM) January 2023 The rising mental...

(From our August 2022 Newsletter, written by Lindsey Frank) Hello, COSEM Community! In June’s newsletter, Tovi Scruggs-Hussein shared...

By Tovi C. Scruggs-Hussein Greetings Beloved COSEM Community– It has been a true honor and pleasure to serve as President and Board Chair...

By Ashley Baer I have a belief that everything happens as it should, and my life and career have been a beautiful example of that....

By Sally Albright Green In 2014, as an 8th grade ELA teacher in suburban Chicago, I began sneak-teaching mindfulness to my students. Back...

By Bill Meyer When we begin to rethink the connection between the natural world and the connection to the self, we have the potential to...