Inside the Classroom

Using Mindfulness in the Classroom

When people think about “mindfulness,” it is often associated with Buddhism and meditative practices; however, mindfulness can also be practiced in a secular way. Mindfulness is the ability to clear one’s mind to focus more clearly on one thing, one task, or one experience. While many of us who hear this word associate it with the unfamiliar or unusual, it is a practice that most of us do daily, in some form or another.

Mindfulness is now slowly infiltrating the world of education, specifically because of the benefits associated with the practice. The Mindfulness in Schools Project (MiSP) began in 2009 by Richard Burnett and Chris Cullen, both of whom were educators and practitioners of mindfulness.

In addition to MiSP, there is also the Association for Mindfulness in Education (AME), which educates and informs by providing resources and mindfulness seminars across the United States, South America, and Europe.

How can mindfulness benefit my student/child?

According to mindfulness practitioners, mindfulness is an effective practice that improves health, well-being, and learning. Is there evidence to substantiate these claims?

The Atlantic published an article where they observed a classroom in New York City where mindfulness was being taught to teenaged students, most of whom came from one of the most impoverished areas of the city. The teacher began each class with a five-minute mindfulness session, and asserted that this practice would help to improve student concentration, behavior, and overall well-being. While some may see the concept of mindfulness as being something that high school students and teens can practice, others may have reservations that the idea may be too abstract for younger children. However, in recent years, there have been multiple studies conducted to help to substantiate the positive effects of mindfulness and its practice, including in elementary school settings.

Recent studies in mindfulness education with younger students

In 2011–12, Mindful Schools conducted a study in conjunction with the University of California, Davis that involved nearly 1,000 elementary school students across 3 elementary schools in Oakland. Throughout the course of the study, researchers monitored behavior in terms of attention, self-control, self-care/participation, and showing care for others. Across the board, elementary students in the treatment group scored higher than their peers in the control group. While the differences seen in some of the categories measured may have been too small to be statistically significant, there were significant benefits in other categories, including attention and participation.

Benefits of mindful practices do not stop with elementary school students either. For instance, in 2015, Developmental Psychology published a study where a 12-week mindfulness program was tested in pre-school classes.  During this period, 7 classrooms were selected to participate and they received a total of 10 hours’ worth of mindfulness training. While there may not have been a large statistical difference between control and experimental groups, there were some notable differences. For instance, students in the experimental group earned higher grades in three out of six grading categories, but in the remaining three, there was no difference between groups.

In both studies, teachers reported that students who took part in the mindfulness practices were much more receptive, and they also made note of positive changes in social behavior among these students. These studies and others like them lay important groundwork for mindfulness education in schools, but more research is needed in order to further substantiate mindfulness integration into an educational setting.

The Future of Mindfulness in Education

It’s clear from recent studies that integrating mindfulness into schools is an emerging facet of education. While some may be concerned about the religious roots of mindfulness, conferences and studies across the country have been able to implement mindfulness study in a secular way.


Association for Mindfulness in Education (n.d.). Homepage. AME website. Retrieved from

Davis, L. C. (2015, August 31). When mindfulness meets the classroom. The Atlantic. Retrieved from

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51.

Mindful Schools. (n.d.). Mindfulness schools research study. Mindful Schools website. Retrieved from

Mindfulness in Schools Project. (n.d.). Mindfulness. What is it? MiSP website. Retrieved from

About the Author


Haylee Massaro

Haylee joined Edgenuity in 2012 and currently lives and works in Pittsburgh, Pennsylvania. She attended the University of Pittsburgh where she studied English Literature, and then went on to receive her M.S.Ed. from Duquesne University. Haylee has been teaching for four years in which time she has gained experience as a teacher in a brick-and-mortar classroom as well as online.