Research has shown a positive impact on learning and mental wellbeing as a result of managing emotion (Barnes et al., 2003). This is in the interest of schools in order to improve the outcomes of pupils’ learning as well as helping to improve student’s mental health and wellbeing. In accordance with Scotland’s Curriculum for Excellence model, it is the responsibility of all teachers across sectors and subjects to contribute to the health and wellbeing education of pupils. Through their education, pupils should develop their knowledge of, and skills in managing, their mental, emotional, social and physical wellbeing (The Scottish Government, 2008). As a music teacher, I have found engaging the focus of pupils from the beginning of each period a challenge. It is hard to strike a balance between enthusiasm and appropriate behaviour in the classroom, particularly when setting up and using instruments. For this reason, I am interested in studying the impact of mindful pausing on the engagement and focus of pupils in my class.
Based on existing research and models for measuring and gathering data relating to mindfulness, this enquiry will study the impact of mindful pausing on engagement and focus levels of pupils. The hypothesis is that engaging in mindful pausing exercises as a starter to each lesson, will improve the focus of pupils in the lesson thereafter, and help to channel energy and enthusiasm appropriately.