Studies in the field of neurology show that the pre-frontal areas of the brains of long-term meditators are larger than that of control groups. Specifically, the larger areas of the brains of these test subjects are the areas that are used in the process of emotional regulation. Beginning to develop these areas of the brain at an early age could be incredibly helpful to student learning.
Researchers are beginning to study how mindfulness practice enhances the learning experience of children specifically. Throughout the studies that have been conducted, the preliminary findings are encouraging. These studies of children involved in mindfulness training show decreased student anxiety, depression, and ADHD type behavior, as well as increased self-esteem and gains in behavioral regulation, metacognition, and overall executive function. We can see that training students in mindfulness techniques improves mental focus, increases academic performance, strengthens ability to emotionally regulate, and supports positive human qualities: kindness, empathy, compassion.
Our current knowledge of brain function and neuroplasticity, as well as recent research into the way mindfulness and meditation assist in student readiness for learning, point toward an integrated approach to student learning. If “Life Skills” instruction should be fused within students’ academic study, then surely mindfulness and mediation work should be the hub of the learning experience. Inclusion of mindfulness practice at school benefits all of those involved in the learning experience, whether teachers or students.
References:
Saltzman, A. (n.d.). Mindfulness: A guide for teachers [Pamphlet]. Retrieved
from http://www.contemplativemind.org/MindfulnessTeacherGuide.pdf
Schoeberlein, D. (2009). Mindful teaching and teaching mindfulness. Boston:
Wisdom Publications.
Wheeler, M. (2009, May 12). How to build a bigger brain. UCLA News. Retrieved
from http://www.newsroom.ucla.edu/portal/ucla/PRN-how-to-build-a-bigger-brain-91273.aspx
