The integration of mindfulness in the modern classroom has been greater explored in recent years. The practice of mindfulness has been promoted as a way to help children regulate their stress and anxiety, which consequently can improve academic and behavioural outcomes (Gutierrez & Krachman, 2019). With the Scottish Attainment Challenge (2015) being a major focus within education and its target of increasing attainment in numeracy, literacy and health and wellbeing, it is relevant that the use of mindfulness be explored within Scottish classrooms. Mindfulness has been shown to reduce the toxic stress suffered by children. Toxic stress can, in basic terms, change a child’s brain and impair their “natural” development, reducing their capability to focus when in class. In summary, mindfulness practices can equip children with the tools necessary to regulate their stress and anxiety feelings, helping them to focus and succeed in the classroom. Therefore, it is the purpose of this practitioner enquiry to explore the usage of mindful pausing within the classroom as a means of promoting health and well-being and assessing the follow-up impact on the children’s learning.
Through realising that not all children are ready to work in the morning, the aim of this research project was to assess the impact of mindful pausing on the health and well-being status of the children in relation to their readiness to learn within the primary school classroom. Additionally, the effects on their learning were also considered.