In schools where students fail to achieve state achievement standards in reading and math does instruction geared towards social-emotional intelligence support academic goals? If so, what if any approaches demonstrate documented success in the classroom environment? What place do the practices of Eastern religions have in a secular classroom? The answers to these questions are revealed through an exploration of mindfulness curriculum.
The social-emotional stresses of poverty are thoroughly documented, analyses show that poverty-related stress is directly related to anxious/depressed symptoms and social problems and interact with prior symptoms, contributing to worsening symptoms for delinquency, attention problems, somatic complaints, and anxious/depressed symptoms (Santiago, Wadsworth, & Stump, 2011, p. 218). Neuroscience confirms that, “In terms of …show more content…
2). Educators are charged with surmounting the social-emotional and cognitive effects of poverty and delivering standardized test scores equivalent to socially and emotionally competent students.
Mindfulness is a fundamental Buddhist principle of meditation that has been secularized for application in Western business, medicine, and education. “An operational working definition of mindfulness is: the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment” (Kabat-Zin, 2003, p. 145). In essence, mindfulness is a secular meditation practice to develop awareness of the present surroundings, emotions, and body sensations. The objective of mindfulness curriculum is to empower students to self-regulate and maintain attentional control, which subsequently suppresses internal and external disruptions to the learning environment. Numerous commercial enterprises exist to assist schools in implementing mindfulness
The social-emotional stresses of poverty are thoroughly documented, analyses show that poverty-related stress is directly related to anxious/depressed symptoms and social problems and interact with prior symptoms, contributing to worsening symptoms for delinquency, attention problems, somatic complaints, and anxious/depressed symptoms (Santiago, Wadsworth, & Stump, 2011, p. 218). Neuroscience confirms that, “In terms of …show more content…
2). Educators are charged with surmounting the social-emotional and cognitive effects of poverty and delivering standardized test scores equivalent to socially and emotionally competent students.
Mindfulness is a fundamental Buddhist principle of meditation that has been secularized for application in Western business, medicine, and education. “An operational working definition of mindfulness is: the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment” (Kabat-Zin, 2003, p. 145). In essence, mindfulness is a secular meditation practice to develop awareness of the present surroundings, emotions, and body sensations. The objective of mindfulness curriculum is to empower students to self-regulate and maintain attentional control, which subsequently suppresses internal and external disruptions to the learning environment. Numerous commercial enterprises exist to assist schools in implementing mindfulness