Health and Wellbeing is one of the core areas of Scotland’s Curriculum for Excellence (CfE) which, in addition to literacy and numeracy, is a responsibility for all teachers within the school (Education Scotland, 2014). Moreover, the practise of mindfulness has been proven to provide those practising it with an improved attention span, including better performance on objective tasks that require an extensive concentration span (Chiesa & Serretti, 2009). From the outset of this enquiry, it was evident amongst the group members that we were keen to promote positive behaviour and increase the focus and engagement levels of the learners within our class. Education Scotland (2014) identifies the Scottish Government’s aims to reduce the attainment gap in Health and Wellbeing, which in turn can improve other curricular areas such as Literacy and Numeracy. As my school is located in an area where the Scottish Index of Multiple Deprivation (SIMD) (Scottish Government, 2016) decile score is 3, and with my school’s vision being “safe, achieving and happy”, I was enthusiastic about analysing the impact of introducing mindful pausing in the classroom, as I always aim to create the best learning environment possible for my learners.
The aim of this enquiry is to establish if introducing mindful pausing in my classroom will impact on focus of learners, and therefore raise attainment and engagement levels. By implementing these techniques at the beginning of each day, particularly when the children need to refocus their energy, I wish to establish if they then return to their classwork refreshed and ready to learn.