Megan Gibson

Music

Chryston High

  • Health & Wellbeing

Mindful Pausing in the Classroom (Group 2F)

Rationale

Health and Wellbeing is a fundamental part of Curriculum for Excellence (CfE) and is highly promoted across Scottish schools to provide an enhanced and supportive education for young people. Mental, emotional, social and physical wellbeing are areas of focus in schools which enable children to live healthy lifestyles (Education Scotland, n.d). Mental Health has become a huge matter in today’s society, especially in young people. More people are becoming better at recognising mental health and applying strategies to help. Mindfulness is a strategy that can support mental health and also improve sleep, enhance creativity, boost immune system, reduce stress and improve resilience (Everyday Mindfulness Scotland, 2019). Armstrong (2019) reveals there is now more growing evidence that supports the use of mindfulness in schools “to enhance concentration, compassion and calm in the classroom.”

Improving pupil and staff health and wellbeing is a current priority in my School Improvement Plan, by introducing mindful pauses into the classroom, it is anticipated that this practitioner enquiry will result in significant improvement to pupil’s mental health and wellbeing. It is also hoped that improvements in focus, behaviour and/or engagement will result in a positive impact on children’s learning across all curriculum areas and show the usefulness of their implementation in closing the poverty related attainment gap.

Aims

The aim of this practitioner enquiry was to find out if Mindful Pausing in the classroom had an effect on pupil focus, engagement or behaviour. Within the subject class the pupils have a wide range of abilities and behaviours which often have a negative impact on their learning and development. It is anticipated that the mindful pauses that will be implemented throughout the four week period, will have a positive effect on pupils focus, behaviour and learning.

Download Practitioner Enquiry