Will the introduction of a weekly mindfulness journal promote individual self-regulation in primary aged children?
The Curriculum for Excellence strives to ensure that children and young people gain the necessary skills and attributes to allow them to develop and flourish into successful learners, confident individuals, responsible citizens and effective contributors (Education Scotland, 2021). As such, children and young people are placed “at the heart of education” and the curriculum is underpinned by eight curricular areas. Education Scotland (2021) highlights that Literacy, Numeracy and Health and Wellbeing are regarded as highly “important” areas and all staff must ensure the successful delivery of learning and teaching across these areas. Health and Wellbeing learning is important across all stages of the curriculum because it ensures that all learners develop lifelong knowledge, skills, attributes and an understanding that is required for mental, emotional, social and physical wellbeing.
Educators and professionals have a responsibility to promote health and wellbeing holistically and ensure that learners are equipped to develop and cope with challenges that may be presented to them. Therefore, I considered the impact that could be made by promoting health and wellbeing holistically to learners throughout periods of uncertainty and challenge, presented by the COVID-19 pandemic.
I have always aspired to ensure that my classroom environment is rich with positive mental health and wellbeing strategies. Therefore, I valued the importance of conducting an area of research that allowed me to investigate the impact of introducing a mindfulness journal to my learners, in the hope to successfully promote self-regulation. Research highlights that the development of self-regulation skills in children can provide a foundation for personal, social and long-term academic success, whilst promoting positive mental health and wellbeing for children in the early years through to adulthood (Housman, 2017).
The enquiry aimed to analyse the effects of introducing a personal mindfulness journal to promote individual self-regulation in primary school children and holistically promote positive mental health and wellbeing across learning. It is highly important to teach and encourage children to develop life-long skills and attributes to allow them to manage their emotions and cope throughout periods of change, uncertainty and challenge.
This piece of research was conducted because with such aims, presented the opportunity to support and scaffold children with their social, emotional and mental health and wellbeing throughout challenging periods of remote learning.