Young Children Need Help Identifying Emotions. “Little Safe Place” Boxes Give Them Tools.
To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker
How 10 minutes of mindfulness can help make or break a family vacation
Inside a college counseling center struggling with the student mental health crisis
How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'
How Parents Can Help Kids Who Are Scared and Anxious During the Pandemic
How Mindfulness During Class Can Help Students and Teachers
Look Inward To Make External Change: Advice From A Meditation Teacher
What Students Gain By Teaching Their Peers How to Meditate
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Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","status":"publish","parent":0,"modified":1713272775,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1500},"headData":{"title":"Young Children Need Help Identifying Emotions. “Little Safe Place” Boxes Give Them Tools. | KQED","description":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Young Children Need Help Identifying Emotions. “Little Safe Place” Boxes Give Them Tools.","datePublished":"2024-04-16T10:00:28.000Z","dateModified":"2024-04-16T13:06:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","authors":["11759"],"categories":["mindshift_194","mindshift_21280","mindshift_21385","mindshift_193"],"tags":["mindshift_20720","mindshift_21157","mindshift_20699","mindshift_841","mindshift_152","mindshift_943"],"featImg":"mindshift_63511","label":"mindshift"},"mindshift_63039":{"type":"posts","id":"mindshift_63039","meta":{"index":"posts_1591205157","site":"mindshift","id":"63039","score":null,"sort":[1706299986000]},"guestAuthors":[],"slug":"to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker","title":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker","publishDate":1706299986,"format":"standard","headTitle":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>TAMPA, Fla. — At 8:30 a.m. on a sunny winter day, the cafeteria tables at the \u003ca href=\"https://www.hillsboroughschools.org/sullivan\">Patricia J. Sullivan Partnership Elementary School\u003c/a> are packed. Dozens of students – from kindergarten through the fifth grade – are hanging out, catching up and eating today’s breakfast of apple strudel, fruit juice, banana and milk.\u003c/p>\n\u003cp>School principal Dave McMeen is in constant motion. He’s greeting students, picking wrappers and banana peels off the floor and lining up the kids to send them off to class.\u003c/p>\n\u003cp>The first lesson of the day, as they leave the cafeteria, is self control: “Show me that right now me by facing forward. Show me your toes, show me your hands, now show me your body,” he says, to a row of kindergartners assembling in the hallway, “When your body is still, your mind is still and we can focus.”\u003c/p>\n\u003cp>Sullivan Elementary School is the smallest public school in the Hillsborough County school district, with 76 students and one teacher per grade level. It operates in partnership \u003ca href=\"https://www.metromin.org/\">Metropolitan Ministries, a local nonprofit\u003c/a> that supports families at risk of homelessness in Tampa Bay.\u003c/p>\n\u003cp>Principal McMeen says many of the students come from the homeless shelter next door and are dealing with serious stressors outside of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students experience these traumas of which sometimes they don’t have control over,” he says, “So while we have them, what do we have control over? It’s those few moments to say, Ok, take that hurt, take that pain, let’s figure out how we can release it.”\u003c/p>\n\u003cp>For the past few years, the school has been experimenting with a new tool to help kids deal with their stress: a daily mindfulness program called \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a>. An app created for schools, it involves daily lessons in observing sensations and emotions. It’s part of a new approach to delivering mindfulness, an increasingly popular, evidence-based mental health practice, in more accessible ways to vulnerable populations.\u003c/p>\n\u003cp>Neuroscience research shows that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746750/\">chronic stress\u003c/a> can shrink the brain, especially the parts that play a role in learning and memory. \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/\">And that mindfulness\u003c/a> – taking a few minutes to breathe, relax and center oneself – helps reduce that stress.\u003c/p>\n\u003cfigure id=\"attachment_63049\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dave McMeen monitors students during breakfast. McMeen says mindfulness has played a role in turning the school around academically. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that it can be especially helpful for developing minds. Students who scored higher on a mindfulness survey may \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/mbe.12200\">get better grades and test scores at school\u003c/a>, and have fewer absences and suspensions, says \u003ca href=\"https://gablab.mit.edu/john-gabrieli/\">John Gabrieli\u003c/a>, a cognitive neuroscientist at MIT who has studied the trait in students.\u003c/p>\n\u003cp>“Mindfulness is one of the few tools we have to enhance mental well-being in students,” Gabrieli says, “And in parallel, it also seems to support traditional things we want on behalf of students – showing up in school, not getting in trouble and learning.”\u003c/p>\n\u003ch3>8 minutes of stillness\u003c/h3>\n\u003cp>At 8:50 a.m. – as it does each school day morning – a prerecorded mindfulness session plays over the school-wide loudspeaker: “Breathing in and out. Placing the hands on the heart,” the narrator says. “Repeating to yourself, ‘I have the power to make wise choices.'”\u003c/p>\n\u003cp>In Mandy Hambrick’s second- and third-grade class, seventeen students repeat the phrase out loud. Then they sit silently, eyes closed, absorbing the day’s lesson on forgiveness.\u003c/p>\n\u003cp>“It may seem strange to practice forgiveness,” the narrator continues, “Like all skills, it’s important to practice before you really need it. With forgiveness, the practice happens on the inside of you.” For a full eight minutes, the students sit quietly. They’re not even fidgeting, as they contemplate mean things people have said to them, and how to let that go.\u003c/p>\n\u003cp>After the exercise, a student named Grace shares her thoughts with the class on how mindfulness helps. “It can help you relieve the stress so you’re not angry, and you don’t take it out on somebody else,” she says.\u003c/p>\n\u003cfigure id=\"attachment_63048\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63048\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students work on an assignment in Mrs. Ferlita’s 5th grade class. Ferlita says mindfulness has helped her kids. “They pay more attention to each other and to each other’s feelings,” she says. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each morning, the students at Sullivan Elementary School go through a remarkable transition after they get into the classroom – from hyper and socially active to quiet and settled in a matter of minutes. “It’s what I experience each and every day,” Principal McMeen says. “We begin with mindfulness – we take a moment, we center ourselves – and then we get engaged.”\u003c/p>\n\u003ch3>An ‘A’ grade for the school\u003c/h3>\n\u003cp>Small, rigorous studies over the years have shown that “mindfulness interventions can broadly reduce suffering – reduce people’s stress, their depressive symptoms, their anxiety,” says David Creswell, a neuroscientist at Carnegie Mellon University.\u003c/p>\n\u003cp>In 2022, the Sullivan Elementary School received its \u003ca href=\"https://www.fldoe.org/accountability/accountability-reporting/school-grades/archives.stml#2021-2022\">first “A,” a grade\u003c/a> based on standardized test scores from the Florida Department of Education. It was – a huge shift from receiving an “F” grade five years before. Principal McMeen says mindfulness has played a role in turning the school around.\u003c/p>\n\u003cp>But there isn’t yet a clear best practice for teaching mindfulness in school settings. Some schools around the country offer in-person mindfulness instruction for kids – a process that involves teacher trainings and consistent investment. Inner Explorer’s model – pressing play on a prerecorded session – makes it easier for school administrators and teachers to incorporate the practice.\u003c/p>\n\u003cp>The \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a> program is used in about 3,000 schools around the country. “We have a lot of schools that have been doing it for a couple of years now, and are seeing substantial improvements in student behavior and student performance,” says Laura Bakosh, who \u003ca href=\"https://innerexplorer.org/ie-team\">co-founded the program\u003c/a> with educator Janice Houlihan.\u003c/p>\n\u003cp>The curriculum draws on from \u003ca href=\"https://www.ummhealth.org/center-mindfulness-LP?gclid=Cj0KCQiAwbitBhDIARIsABfFYIKTelpTAG--NQlGOB-RceZ_zOstNNtO_eJwrbo_1ey6xqslIOJuOuIaAsBIEALw_wcB&gclsrc=aw.ds\">mindfulness-based stress reduction\u003c/a>, a well-tested set of techniques that traditionally taught with intensive lectures and retreats and long daily practices. Inner Explorer distills the teachings into ten-minute sessions that can be integrated into the school day.\u003c/p>\n\u003cfigure id=\"attachment_63047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63047\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Bakosh, Ph.D. co-founder, of Inner Explorer. The app is used in about 3,000 schools around the country. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For instance, one lesson invites kids to tune into the sounds they’re hearing around them.\u003c/p>\n\u003cp>“Instead of handling ‘sense awareness’ in a two-and-a-half hour lesson, we handle it over the course of many days and ten-minute segments,” Bakosh says, And as they tune into their sense of sound, she says,”they are building an intentional skill, from a brain standpoint.”\u003c/p>\n\u003cp>The same goes for recognizing how they’re feeling, and practicing how to let things go.\u003c/p>\n\u003cp>Practicing mindfulness can help the kids realize “that they don’t need to be dragged around by their thoughts and emotions. They have much more control,” Bakosh says, “When children learn this, they feel very empowered.”\u003c/p>\n\u003cp>“Mindfulness is really not about clearing your mind,” Bakosh continues. “It’s about inhabiting your moment-to-moment experiences with a sense of openness and curiosity.”\u003c/p>\n\u003ch3>Scaling up mindfulness\u003c/h3>\n\u003cp>Digital, app-based mindfulness programs – such as Headspace and Calm – have become hugely popular over the past ten years, and have the potential to make mindfulness training more widely accessible as a public health intervention, Creswell says. They’re more affordable and convenient, compared with intensive training programs that have been more rigorously studied.\u003c/p>\n\u003cp>These digital mindfulness interventions, he says, merit further research. There haven’t yet been large-scale experiments that clearly establish whether these programs can help fix systemic, population-level problems such as loneliness and addiction. “There are some challenges [with retention], but I think there’s some real promise in terms of scaling up to people who need these programs the most,” says Creswell.\u003c/p>\n\u003cfigure id=\"attachment_63046\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student named RaMeir focuses during the morning mindfulness lesson. Teachers say the morning sessions help the kids practice mindfulness throughout the day. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at the Sullivan Elementary School, a fifth-grader named Avery says he’s been practicing mindfulness at the school for years. “It’s a strategy that you can use to cope, or you can journal and let out your feelings in a good way,” he says.\u003c/p>\n\u003cp>One strategy he’s learned from Inner Explorer is called “\u003ca href=\"https://www.youtube.com/watch?v=groqciMoqvY\">the shark fin\u003c/a>,” where you align your palm vertically, place your thumb on your forehead and drag it down to your heart as you focus on centering yourself. He used it recently when he was stressing out over a reading assignment.\u003c/p>\n\u003cp>When Inner Explorer comes on over the loudspeaker, “I do it some mornings, not every morning,” Avery says, “The mornings I do it are so I can cope and have a good day.”\u003c/p>\n\u003cp>Today, Avery’s day is shaping up well. The classroom is filled with the smell of freshly cooked chocolate chip pancakes – the subject of today’s science lesson on phase changes. “What makes the bubbles?” asks Patti Ferlita, the fifth-grade teacher, “Gas. It’s being released – that’s why we see the bubbles,” she says.\u003c/p>\n\u003cp>Ferlita has been teaching at the school for 15 years, and she says mindfulness has made a big difference with the students. “A lot of them really started getting out of the ‘me, me, me.’ They pay more attention to each other and to each other’s feelings,” she says, citing the positive reinforcement the kids give each other – hugging, high-fiving and applauding when their classmates answer questions correctly.\u003c/p>\n\u003cp>And if a child is having a hard time, Ferlita says they get a chance to take a minute to breathe and get themselves together. These types of reinforcements in the classroom help the kids practice mindfulness throughout the day.\u003c/p>\n\u003cp>It might take until these kids are adults to prove – with scientific data – that their mindfulness practice today will have a lasting impact on their lives. But here at Sullivan Elementary School, the educators say they see mindfulness working now.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editing and visual layout by Carmel Wroth. Visual producing by Katie Hayes Luke.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+help+these+school+kids+deal+with+trauma%2C+mindfulness+lessons+over+the+loudspeaker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically. The lessons are delivered through an app.","status":"publish","parent":0,"modified":1706559297,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1814},"headData":{"title":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker | KQED","description":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically.","schema":{"@context":"http://schema.org","@type":"Article","headline":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker","datePublished":"2024-01-26T20:13:06.000Z","dateModified":"2024-01-29T20:14:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Pien Huang","nprImageAgency":"Octavio Jones for NPR","nprStoryId":"1227056527","nprApiLink":"http://api.npr.org/query?id=1227056527&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2024/01/26/1227056527/to-help-these-school-kids-deal-with-trauma-mindfulness-lessons-over-the-loudspea?ft=nprml&f=1227056527","nprRetrievedStory":"1","nprPubDate":"Fri, 26 Jan 2024 06:00:00 -0500","nprStoryDate":"Fri, 26 Jan 2024 06:00:44 -0500","nprLastModifiedDate":"Fri, 26 Jan 2024 06:00:44 -0500","nprAudio":"https://play.podtrac.com/npr-1176326550/ondemand.npr.org/anon.npr-mp3/npr/me/2024/01/20240122_me_a_visit_to_one_florida_school_where_mindfulness_is_helping_youngsters_succeed.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","nprAudioM3u":"http://api.npr.org/m3u/11227066154-adb0eb.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker","audioUrl":"https://play.podtrac.com/npr-1176326550/ondemand.npr.org/anon.npr-mp3/npr/me/2024/01/20240122_me_a_visit_to_one_florida_school_where_mindfulness_is_helping_youngsters_succeed.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>TAMPA, Fla. — At 8:30 a.m. on a sunny winter day, the cafeteria tables at the \u003ca href=\"https://www.hillsboroughschools.org/sullivan\">Patricia J. Sullivan Partnership Elementary School\u003c/a> are packed. Dozens of students – from kindergarten through the fifth grade – are hanging out, catching up and eating today’s breakfast of apple strudel, fruit juice, banana and milk.\u003c/p>\n\u003cp>School principal Dave McMeen is in constant motion. He’s greeting students, picking wrappers and banana peels off the floor and lining up the kids to send them off to class.\u003c/p>\n\u003cp>The first lesson of the day, as they leave the cafeteria, is self control: “Show me that right now me by facing forward. Show me your toes, show me your hands, now show me your body,” he says, to a row of kindergartners assembling in the hallway, “When your body is still, your mind is still and we can focus.”\u003c/p>\n\u003cp>Sullivan Elementary School is the smallest public school in the Hillsborough County school district, with 76 students and one teacher per grade level. It operates in partnership \u003ca href=\"https://www.metromin.org/\">Metropolitan Ministries, a local nonprofit\u003c/a> that supports families at risk of homelessness in Tampa Bay.\u003c/p>\n\u003cp>Principal McMeen says many of the students come from the homeless shelter next door and are dealing with serious stressors outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students experience these traumas of which sometimes they don’t have control over,” he says, “So while we have them, what do we have control over? It’s those few moments to say, Ok, take that hurt, take that pain, let’s figure out how we can release it.”\u003c/p>\n\u003cp>For the past few years, the school has been experimenting with a new tool to help kids deal with their stress: a daily mindfulness program called \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a>. An app created for schools, it involves daily lessons in observing sensations and emotions. It’s part of a new approach to delivering mindfulness, an increasingly popular, evidence-based mental health practice, in more accessible ways to vulnerable populations.\u003c/p>\n\u003cp>Neuroscience research shows that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746750/\">chronic stress\u003c/a> can shrink the brain, especially the parts that play a role in learning and memory. \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/\">And that mindfulness\u003c/a> – taking a few minutes to breathe, relax and center oneself – helps reduce that stress.\u003c/p>\n\u003cfigure id=\"attachment_63049\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dave McMeen monitors students during breakfast. McMeen says mindfulness has played a role in turning the school around academically. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that it can be especially helpful for developing minds. Students who scored higher on a mindfulness survey may \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/mbe.12200\">get better grades and test scores at school\u003c/a>, and have fewer absences and suspensions, says \u003ca href=\"https://gablab.mit.edu/john-gabrieli/\">John Gabrieli\u003c/a>, a cognitive neuroscientist at MIT who has studied the trait in students.\u003c/p>\n\u003cp>“Mindfulness is one of the few tools we have to enhance mental well-being in students,” Gabrieli says, “And in parallel, it also seems to support traditional things we want on behalf of students – showing up in school, not getting in trouble and learning.”\u003c/p>\n\u003ch3>8 minutes of stillness\u003c/h3>\n\u003cp>At 8:50 a.m. – as it does each school day morning – a prerecorded mindfulness session plays over the school-wide loudspeaker: “Breathing in and out. Placing the hands on the heart,” the narrator says. “Repeating to yourself, ‘I have the power to make wise choices.'”\u003c/p>\n\u003cp>In Mandy Hambrick’s second- and third-grade class, seventeen students repeat the phrase out loud. Then they sit silently, eyes closed, absorbing the day’s lesson on forgiveness.\u003c/p>\n\u003cp>“It may seem strange to practice forgiveness,” the narrator continues, “Like all skills, it’s important to practice before you really need it. With forgiveness, the practice happens on the inside of you.” For a full eight minutes, the students sit quietly. They’re not even fidgeting, as they contemplate mean things people have said to them, and how to let that go.\u003c/p>\n\u003cp>After the exercise, a student named Grace shares her thoughts with the class on how mindfulness helps. “It can help you relieve the stress so you’re not angry, and you don’t take it out on somebody else,” she says.\u003c/p>\n\u003cfigure id=\"attachment_63048\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63048\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students work on an assignment in Mrs. Ferlita’s 5th grade class. Ferlita says mindfulness has helped her kids. “They pay more attention to each other and to each other’s feelings,” she says. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each morning, the students at Sullivan Elementary School go through a remarkable transition after they get into the classroom – from hyper and socially active to quiet and settled in a matter of minutes. “It’s what I experience each and every day,” Principal McMeen says. “We begin with mindfulness – we take a moment, we center ourselves – and then we get engaged.”\u003c/p>\n\u003ch3>An ‘A’ grade for the school\u003c/h3>\n\u003cp>Small, rigorous studies over the years have shown that “mindfulness interventions can broadly reduce suffering – reduce people’s stress, their depressive symptoms, their anxiety,” says David Creswell, a neuroscientist at Carnegie Mellon University.\u003c/p>\n\u003cp>In 2022, the Sullivan Elementary School received its \u003ca href=\"https://www.fldoe.org/accountability/accountability-reporting/school-grades/archives.stml#2021-2022\">first “A,” a grade\u003c/a> based on standardized test scores from the Florida Department of Education. It was – a huge shift from receiving an “F” grade five years before. Principal McMeen says mindfulness has played a role in turning the school around.\u003c/p>\n\u003cp>But there isn’t yet a clear best practice for teaching mindfulness in school settings. Some schools around the country offer in-person mindfulness instruction for kids – a process that involves teacher trainings and consistent investment. Inner Explorer’s model – pressing play on a prerecorded session – makes it easier for school administrators and teachers to incorporate the practice.\u003c/p>\n\u003cp>The \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a> program is used in about 3,000 schools around the country. “We have a lot of schools that have been doing it for a couple of years now, and are seeing substantial improvements in student behavior and student performance,” says Laura Bakosh, who \u003ca href=\"https://innerexplorer.org/ie-team\">co-founded the program\u003c/a> with educator Janice Houlihan.\u003c/p>\n\u003cp>The curriculum draws on from \u003ca href=\"https://www.ummhealth.org/center-mindfulness-LP?gclid=Cj0KCQiAwbitBhDIARIsABfFYIKTelpTAG--NQlGOB-RceZ_zOstNNtO_eJwrbo_1ey6xqslIOJuOuIaAsBIEALw_wcB&gclsrc=aw.ds\">mindfulness-based stress reduction\u003c/a>, a well-tested set of techniques that traditionally taught with intensive lectures and retreats and long daily practices. Inner Explorer distills the teachings into ten-minute sessions that can be integrated into the school day.\u003c/p>\n\u003cfigure id=\"attachment_63047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63047\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Bakosh, Ph.D. co-founder, of Inner Explorer. The app is used in about 3,000 schools around the country. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For instance, one lesson invites kids to tune into the sounds they’re hearing around them.\u003c/p>\n\u003cp>“Instead of handling ‘sense awareness’ in a two-and-a-half hour lesson, we handle it over the course of many days and ten-minute segments,” Bakosh says, And as they tune into their sense of sound, she says,”they are building an intentional skill, from a brain standpoint.”\u003c/p>\n\u003cp>The same goes for recognizing how they’re feeling, and practicing how to let things go.\u003c/p>\n\u003cp>Practicing mindfulness can help the kids realize “that they don’t need to be dragged around by their thoughts and emotions. They have much more control,” Bakosh says, “When children learn this, they feel very empowered.”\u003c/p>\n\u003cp>“Mindfulness is really not about clearing your mind,” Bakosh continues. “It’s about inhabiting your moment-to-moment experiences with a sense of openness and curiosity.”\u003c/p>\n\u003ch3>Scaling up mindfulness\u003c/h3>\n\u003cp>Digital, app-based mindfulness programs – such as Headspace and Calm – have become hugely popular over the past ten years, and have the potential to make mindfulness training more widely accessible as a public health intervention, Creswell says. They’re more affordable and convenient, compared with intensive training programs that have been more rigorously studied.\u003c/p>\n\u003cp>These digital mindfulness interventions, he says, merit further research. There haven’t yet been large-scale experiments that clearly establish whether these programs can help fix systemic, population-level problems such as loneliness and addiction. “There are some challenges [with retention], but I think there’s some real promise in terms of scaling up to people who need these programs the most,” says Creswell.\u003c/p>\n\u003cfigure id=\"attachment_63046\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student named RaMeir focuses during the morning mindfulness lesson. Teachers say the morning sessions help the kids practice mindfulness throughout the day. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at the Sullivan Elementary School, a fifth-grader named Avery says he’s been practicing mindfulness at the school for years. “It’s a strategy that you can use to cope, or you can journal and let out your feelings in a good way,” he says.\u003c/p>\n\u003cp>One strategy he’s learned from Inner Explorer is called “\u003ca href=\"https://www.youtube.com/watch?v=groqciMoqvY\">the shark fin\u003c/a>,” where you align your palm vertically, place your thumb on your forehead and drag it down to your heart as you focus on centering yourself. He used it recently when he was stressing out over a reading assignment.\u003c/p>\n\u003cp>When Inner Explorer comes on over the loudspeaker, “I do it some mornings, not every morning,” Avery says, “The mornings I do it are so I can cope and have a good day.”\u003c/p>\n\u003cp>Today, Avery’s day is shaping up well. The classroom is filled with the smell of freshly cooked chocolate chip pancakes – the subject of today’s science lesson on phase changes. “What makes the bubbles?” asks Patti Ferlita, the fifth-grade teacher, “Gas. It’s being released – that’s why we see the bubbles,” she says.\u003c/p>\n\u003cp>Ferlita has been teaching at the school for 15 years, and she says mindfulness has made a big difference with the students. “A lot of them really started getting out of the ‘me, me, me.’ They pay more attention to each other and to each other’s feelings,” she says, citing the positive reinforcement the kids give each other – hugging, high-fiving and applauding when their classmates answer questions correctly.\u003c/p>\n\u003cp>And if a child is having a hard time, Ferlita says they get a chance to take a minute to breathe and get themselves together. These types of reinforcements in the classroom help the kids practice mindfulness throughout the day.\u003c/p>\n\u003cp>It might take until these kids are adults to prove – with scientific data – that their mindfulness practice today will have a lasting impact on their lives. But here at Sullivan Elementary School, the educators say they see mindfulness working now.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editing and visual layout by Carmel Wroth. Visual producing by Katie Hayes Luke.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+help+these+school+kids+deal+with+trauma%2C+mindfulness+lessons+over+the+loudspeaker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker","authors":["byline_mindshift_63039"],"categories":["mindshift_21280"],"tags":["mindshift_841","mindshift_943","mindshift_21105"],"featImg":"mindshift_63040","label":"mindshift"},"mindshift_61988":{"type":"posts","id":"mindshift_61988","meta":{"index":"posts_1591205157","site":"mindshift","id":"61988","score":null,"sort":[1689086835000]},"guestAuthors":[],"slug":"how-10-minutes-of-mindfulness-can-help-make-or-break-a-family-vacation","title":"How 10 minutes of mindfulness can help make or break a family vacation","publishDate":1689086835,"format":"standard","headTitle":"How 10 minutes of mindfulness can help make or break a family vacation | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>When we dream about summer vacation, we imagine the good stuff: warm days, cool breezes, lots of laughter and good vibes. And time off is definitely \u003ca href=\"https://www.npr.org/sections/health-shots/2018/08/20/639551037/vacation-days-piling-up-heres-how-to-get-the-most-out-of-a-short-vacation\">good for our health\u003c/a>, yet it’s not always smooth sailing.\u003c/p>\n\u003cp>The divide between our expectations and reality can create dust-ups, especially when unpredictable circumstances and temperamental personalities collide to throw us off course.\u003c/p>\n\u003cp>Maybe the kayak outing is disrupted by storms, or perhaps, mealtime turns chaotic with differing preferences or lack of cooperation. With big groups or families, this may be par for the course. On my recent week off, we had five consecutive days of stormy weather, my husband got strep throat and we had an ER visit due to a health scare with my dad. He’s fine, thankfully, but it’s not what I’d anticipated, and I found myself feeling a little jangly.\u003c/p>\n\u003cp>“Vacations and holidays are challenging, says \u003ca href=\"https://www.psych.ucla.edu/faculty-page/mirwin1/\">Dr. Michael Irwin\u003c/a>, of the \u003ca href=\"https://www.uclahealth.org/programs/marc\">Mindful Awareness Research Center\u003c/a> at UCLA. “I have firsthand knowledge,” as do many of us, he says. Whether it’s tension over where to go, what to do, or who’s cooking – personalities and agendas can collide to create strife.\u003c/p>\n\u003cp>“Mindfulness has helped incredibly,” Irwin says about his own personal experiences. You can start the day with certain expectations, but when it doesn’t go your way, “it’s like, oh, well, this is what’s happening, and ok, I’ll give up my expectations,” he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A meditation practice brings you back to being aware in the moment,” Irwin explains. When someone ticks you off or says something off-kilter, “instead of responding in a reactive way, it can allow you to go with the flow, which is just being present to what is happening all around you,” he says.\u003c/p>\n\u003cp>You can notice your thoughts and feelings, but you don’t have to blurt them out or lose your temper. There’s a toolkit of meditation practices and techniques that can help you keep your calm and prevent conflict. Many online resources and meditation apps offer tips, tools, teachings and guided practices. Here are five ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>1. Start simple with ‘micro-hits’ of meditation\u003c/strong>\u003c/h3>\n\u003cp>The moment something provokes or annoys us, we have a choice. We can react with emotion – which may manifest as anger, sarcasm, or just a slight edge to our tone — or we can learn to tamp down our responses through meditation practice. The easiest way to get started is to focus on your breath, says UCLA’s Michael Irwin.\u003c/p>\n\u003cp>“Sit for a moment and just take a deep breath,” focusing on the inhale, the breath coming into your mouth, nose, and into your belly, and then exhaling. “That’s an opportunity for you to be present in that moment,” he says.\u003c/p>\n\u003cp>You can do this anywhere, at any time, whether you’re stuck in traffic, in a line at the grocery store, or if you find yourself annoyed by the conversation around you. “We all have to breathe all the time, and just being aware of our breath is a perfect anchor,” Irwin says.\u003c/p>\n\u003cp>“You can just stop and take an opportunity to do that breathing for one or two minutes,” Irwin explains. He calls these short breaks, “micro hits” of meditation. He points to the \u003ca href=\"https://www.uclahealth.org/programs/marc/free-programming-resources/ucla-mindful-app\">UCLA mindful app\u003c/a>, which is free, for ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>2. Rise and shine. Try a morning self-kindness meditation\u003c/strong>\u003c/h3>\n\u003cp>Start your day by saying, “l love you,” to yourself. Yes, I know that sounds awkward. The first time I tried it, it sounded silly.\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> But a video\u003c/a> from psychologist and mindfulness expert \u003ca href=\"https://drshaunashapiro.com/\">Shauna Shapiro\u003c/a> encouraged me to keep trying. “What you practice grows stronger,” says Shapiro, who explains how she learned to cultivate a practice of self-love.\u003c/p>\n\u003cp>“A pathway of kindness has been established,” which begins by offering yourself a gesture of kindness each morning. It sounds cheesy, but\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> I love this video\u003c/a>, and it’s a reminder that if you can’t feel self-love, you may want to explore that.\u003c/p>\n\u003ch3>\u003cstrong>3. Let it RAIN. A 4-step approach to center your soul\u003c/strong>\u003c/h3>\n\u003cp>Today is likely to be different than what you’ve imagined, in some way, big or small. And for some of us, uncertainty – or unexpected changes – can fuel anxiety.\u003c/p>\n\u003cp>If you’re feeling stuck, you can use a practice developed by the world renown psychologist and meditation teacher \u003ca href=\"https://www.tarabrach.com/\">Tara Brach\u003c/a>, called RAIN, to identify what’s got you snagged and work your way out of it.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">acronym, RAIN,\u003c/a> cycles through, recognize, allow, investigate, and nurture. Back in 2020, I spoke to her about \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">the science behind the approach\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 40px\">R stands for recognize, which is sensing the predominant feeling you’re feeling at the moment.\u003c/p>\n\u003cp style=\"padding-left: 40px\">A — allow, is taking a beat to say, it’s ok, I’m taking a pause to work on this.\u003c/p>\n\u003cp style=\"padding-left: 40px\">I — investigate, a moment to ask yourself a few questions about what you’re feeling. And,\u003c/p>\n\u003cp style=\"padding-left: 40px\">N — nurture, “this is all about learning to be kind to yourself,” Brach says. Often, it requires working through feelings of anxiety, shame or feeling ‘less than’.\u003c/p>\n\u003cp>“After RAIN, we can sense a shift in how we feel. We sense the quality of presence that’s opened up,” she says.\u003c/p>\n\u003ch3>\u003cstrong>4. Sweet dreams, meditation to promote sleep\u003c/strong>\u003c/h3>\n\u003cp>Good sleep is key to good health overall, and it can also help us regulate our mood and keep an even temperament. “When people are sleep deprived that actually leads to emotional dysregulation,” says UCLA’s Irwin. His\u003ca href=\"https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2110998\"> research has shown\u003c/a> that a mindful awareness practice can help improve sleep among older adults who had moderate sleep disturbances. There are a range of options, including the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/Body-Scan-for-Sleep.mp3\">body scan for sleep meditation\u003c/a> which can help you feel grounded and ready for a good night’s rest.\u003c/p>\n\u003cp>“We’ve found that even the practice of meditation for 10 minutes before you go to sleep actually helps you improve your sleep,” Irwin says. ” So we know that very short periods of meditation can also have beneficial effects.”\u003c/p>\n\u003ch3>\u003cstrong>5. This meditation helps cultivate good vibes and memories\u003c/strong>\u003c/h3>\n\u003cp>Don’t be turned off by \u003ca href=\"https://www.urbandictionary.com/define.php?term=woo-woo\">the woo-woo name\u003c/a>, because the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/05_Loving_Kindness_Meditation.mp3\">loving kindness meditation\u003c/a> can be beneficial even amid stressful or anxious times. It begins with you repeating this phrase: “May I be happy. May I be healthy. May I be filled with loving kindness and peace,” explains Amanda Lathan, a meditation teacher and Ph.D candidate in psychology and neuroscience at St. Andrews University.\u003c/p>\n\u003cp>The practice moves on by asking you to extend compassion outward, to different people, including someone you love, a mere acquaintance, and also to someone you may dislike or have trouble with. “May \u003cem>you\u003c/em> be happy and healthy and may \u003cem>you\u003c/em> be filled with loving kindness and peace,” you say.\u003c/p>\n\u003cp>One of the biggest roadblocks to meditation is it’s really difficult to just sit still, says Lathan. So having this phrase or mantra to repeat gives you something to think about and to visualize. “So it actually keeps you quite occupied.”\u003c/p>\n\u003cp>Lathan is the author of a \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0287007\">new study\u003c/a> that finds practicing this kind of meditation daily for one month can help you retrieve good memories.\u003c/p>\n\u003cp>It may be that the loving kindness meditation can help shift our memories, to see things in a more positive light, she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This takes me back to my vacation last month. Despite the weather and sickness – we did have some lovely dinners, lots of laughs and walks on the beach. Lathan’s research suggests adding this daily mediation may help me remember the good stuff, and leave the bad bits behind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+how+10+minutes+of+mindfulness+can+help+make+or+break+a+family+vacation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Research shows it's possible to generate positive emotions and memories, even amid strife and anxiety. If you're planning a family vacation, a simple meditation exercise can help you keep your cool.","status":"publish","parent":0,"modified":1689086835,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1375},"headData":{"title":"How 10 minutes of mindfulness can help make or break a family vacation | KQED","description":"Research shows it's possible to generate positive emotions even amid strife. If you're planning a family vacation, a simple meditation exercise can help you keep your cool.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Research shows it's possible to generate positive emotions even amid strife. If you're planning a family vacation, a simple meditation exercise can help you keep your cool.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How 10 minutes of mindfulness can help make or break a family vacation","datePublished":"2023-07-11T14:47:15.000Z","dateModified":"2023-07-11T14:47:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"A-Digit","nprByline":"Allison Aubrey","nprImageAgency":"Getty Images","nprStoryId":"1186306029","nprApiLink":"http://api.npr.org/query?id=1186306029&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/07/09/1186306029/heres-how-10-minutes-of-mindfulness-can-help-make-or-break-a-family-vacation?ft=nprml&f=1186306029","nprRetrievedStory":"1","nprPubDate":"Mon, 10 Jul 2023 08:34:00 -0400","nprStoryDate":"Sun, 09 Jul 2023 05:00:50 -0400","nprLastModifiedDate":"Sun, 09 Jul 2023 16:20:30 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/07/20230710_me_heres_how_10_minutes_of_mindfulness_can_help_make_or_break_a_family_vacation.mp3?orgId=1&topicId=1066&d=264&p=3&story=1186306029&ft=nprml&f=1186306029","nprAudioM3u":"http://api.npr.org/m3u/11186712426-5e2439.m3u?orgId=1&topicId=1066&d=264&p=3&story=1186306029&ft=nprml&f=1186306029","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61988/how-10-minutes-of-mindfulness-can-help-make-or-break-a-family-vacation","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/07/20230710_me_heres_how_10_minutes_of_mindfulness_can_help_make_or_break_a_family_vacation.mp3?orgId=1&topicId=1066&d=264&p=3&story=1186306029&ft=nprml&f=1186306029","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When we dream about summer vacation, we imagine the good stuff: warm days, cool breezes, lots of laughter and good vibes. And time off is definitely \u003ca href=\"https://www.npr.org/sections/health-shots/2018/08/20/639551037/vacation-days-piling-up-heres-how-to-get-the-most-out-of-a-short-vacation\">good for our health\u003c/a>, yet it’s not always smooth sailing.\u003c/p>\n\u003cp>The divide between our expectations and reality can create dust-ups, especially when unpredictable circumstances and temperamental personalities collide to throw us off course.\u003c/p>\n\u003cp>Maybe the kayak outing is disrupted by storms, or perhaps, mealtime turns chaotic with differing preferences or lack of cooperation. With big groups or families, this may be par for the course. On my recent week off, we had five consecutive days of stormy weather, my husband got strep throat and we had an ER visit due to a health scare with my dad. He’s fine, thankfully, but it’s not what I’d anticipated, and I found myself feeling a little jangly.\u003c/p>\n\u003cp>“Vacations and holidays are challenging, says \u003ca href=\"https://www.psych.ucla.edu/faculty-page/mirwin1/\">Dr. Michael Irwin\u003c/a>, of the \u003ca href=\"https://www.uclahealth.org/programs/marc\">Mindful Awareness Research Center\u003c/a> at UCLA. “I have firsthand knowledge,” as do many of us, he says. Whether it’s tension over where to go, what to do, or who’s cooking – personalities and agendas can collide to create strife.\u003c/p>\n\u003cp>“Mindfulness has helped incredibly,” Irwin says about his own personal experiences. You can start the day with certain expectations, but when it doesn’t go your way, “it’s like, oh, well, this is what’s happening, and ok, I’ll give up my expectations,” he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A meditation practice brings you back to being aware in the moment,” Irwin explains. When someone ticks you off or says something off-kilter, “instead of responding in a reactive way, it can allow you to go with the flow, which is just being present to what is happening all around you,” he says.\u003c/p>\n\u003cp>You can notice your thoughts and feelings, but you don’t have to blurt them out or lose your temper. There’s a toolkit of meditation practices and techniques that can help you keep your calm and prevent conflict. Many online resources and meditation apps offer tips, tools, teachings and guided practices. Here are five ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>1. Start simple with ‘micro-hits’ of meditation\u003c/strong>\u003c/h3>\n\u003cp>The moment something provokes or annoys us, we have a choice. We can react with emotion – which may manifest as anger, sarcasm, or just a slight edge to our tone — or we can learn to tamp down our responses through meditation practice. The easiest way to get started is to focus on your breath, says UCLA’s Michael Irwin.\u003c/p>\n\u003cp>“Sit for a moment and just take a deep breath,” focusing on the inhale, the breath coming into your mouth, nose, and into your belly, and then exhaling. “That’s an opportunity for you to be present in that moment,” he says.\u003c/p>\n\u003cp>You can do this anywhere, at any time, whether you’re stuck in traffic, in a line at the grocery store, or if you find yourself annoyed by the conversation around you. “We all have to breathe all the time, and just being aware of our breath is a perfect anchor,” Irwin says.\u003c/p>\n\u003cp>“You can just stop and take an opportunity to do that breathing for one or two minutes,” Irwin explains. He calls these short breaks, “micro hits” of meditation. He points to the \u003ca href=\"https://www.uclahealth.org/programs/marc/free-programming-resources/ucla-mindful-app\">UCLA mindful app\u003c/a>, which is free, for ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>2. Rise and shine. Try a morning self-kindness meditation\u003c/strong>\u003c/h3>\n\u003cp>Start your day by saying, “l love you,” to yourself. Yes, I know that sounds awkward. The first time I tried it, it sounded silly.\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> But a video\u003c/a> from psychologist and mindfulness expert \u003ca href=\"https://drshaunashapiro.com/\">Shauna Shapiro\u003c/a> encouraged me to keep trying. “What you practice grows stronger,” says Shapiro, who explains how she learned to cultivate a practice of self-love.\u003c/p>\n\u003cp>“A pathway of kindness has been established,” which begins by offering yourself a gesture of kindness each morning. It sounds cheesy, but\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> I love this video\u003c/a>, and it’s a reminder that if you can’t feel self-love, you may want to explore that.\u003c/p>\n\u003ch3>\u003cstrong>3. Let it RAIN. A 4-step approach to center your soul\u003c/strong>\u003c/h3>\n\u003cp>Today is likely to be different than what you’ve imagined, in some way, big or small. And for some of us, uncertainty – or unexpected changes – can fuel anxiety.\u003c/p>\n\u003cp>If you’re feeling stuck, you can use a practice developed by the world renown psychologist and meditation teacher \u003ca href=\"https://www.tarabrach.com/\">Tara Brach\u003c/a>, called RAIN, to identify what’s got you snagged and work your way out of it.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">acronym, RAIN,\u003c/a> cycles through, recognize, allow, investigate, and nurture. Back in 2020, I spoke to her about \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">the science behind the approach\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 40px\">R stands for recognize, which is sensing the predominant feeling you’re feeling at the moment.\u003c/p>\n\u003cp style=\"padding-left: 40px\">A — allow, is taking a beat to say, it’s ok, I’m taking a pause to work on this.\u003c/p>\n\u003cp style=\"padding-left: 40px\">I — investigate, a moment to ask yourself a few questions about what you’re feeling. And,\u003c/p>\n\u003cp style=\"padding-left: 40px\">N — nurture, “this is all about learning to be kind to yourself,” Brach says. Often, it requires working through feelings of anxiety, shame or feeling ‘less than’.\u003c/p>\n\u003cp>“After RAIN, we can sense a shift in how we feel. We sense the quality of presence that’s opened up,” she says.\u003c/p>\n\u003ch3>\u003cstrong>4. Sweet dreams, meditation to promote sleep\u003c/strong>\u003c/h3>\n\u003cp>Good sleep is key to good health overall, and it can also help us regulate our mood and keep an even temperament. “When people are sleep deprived that actually leads to emotional dysregulation,” says UCLA’s Irwin. His\u003ca href=\"https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2110998\"> research has shown\u003c/a> that a mindful awareness practice can help improve sleep among older adults who had moderate sleep disturbances. There are a range of options, including the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/Body-Scan-for-Sleep.mp3\">body scan for sleep meditation\u003c/a> which can help you feel grounded and ready for a good night’s rest.\u003c/p>\n\u003cp>“We’ve found that even the practice of meditation for 10 minutes before you go to sleep actually helps you improve your sleep,” Irwin says. ” So we know that very short periods of meditation can also have beneficial effects.”\u003c/p>\n\u003ch3>\u003cstrong>5. This meditation helps cultivate good vibes and memories\u003c/strong>\u003c/h3>\n\u003cp>Don’t be turned off by \u003ca href=\"https://www.urbandictionary.com/define.php?term=woo-woo\">the woo-woo name\u003c/a>, because the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/05_Loving_Kindness_Meditation.mp3\">loving kindness meditation\u003c/a> can be beneficial even amid stressful or anxious times. It begins with you repeating this phrase: “May I be happy. May I be healthy. May I be filled with loving kindness and peace,” explains Amanda Lathan, a meditation teacher and Ph.D candidate in psychology and neuroscience at St. Andrews University.\u003c/p>\n\u003cp>The practice moves on by asking you to extend compassion outward, to different people, including someone you love, a mere acquaintance, and also to someone you may dislike or have trouble with. “May \u003cem>you\u003c/em> be happy and healthy and may \u003cem>you\u003c/em> be filled with loving kindness and peace,” you say.\u003c/p>\n\u003cp>One of the biggest roadblocks to meditation is it’s really difficult to just sit still, says Lathan. So having this phrase or mantra to repeat gives you something to think about and to visualize. “So it actually keeps you quite occupied.”\u003c/p>\n\u003cp>Lathan is the author of a \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0287007\">new study\u003c/a> that finds practicing this kind of meditation daily for one month can help you retrieve good memories.\u003c/p>\n\u003cp>It may be that the loving kindness meditation can help shift our memories, to see things in a more positive light, she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This takes me back to my vacation last month. Despite the weather and sickness – we did have some lovely dinners, lots of laughs and walks on the beach. Lathan’s research suggests adding this daily mediation may help me remember the good stuff, and leave the bad bits behind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+how+10+minutes+of+mindfulness+can+help+make+or+break+a+family+vacation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61988/how-10-minutes-of-mindfulness-can-help-make-or-break-a-family-vacation","authors":["byline_mindshift_61988"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_21707","mindshift_21709","mindshift_842","mindshift_841","mindshift_20568","mindshift_290","mindshift_21708"],"featImg":"mindshift_61989","label":"mindshift"},"mindshift_59361":{"type":"posts","id":"mindshift_59361","meta":{"index":"posts_1591205157","site":"mindshift","id":"59361","score":null,"sort":[1652356807000]},"guestAuthors":[],"slug":"inside-a-college-counseling-center-struggling-with-the-student-mental-health-crisis","title":"Inside a college counseling center struggling with the student mental health crisis","publishDate":1652356807,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about\u003c/em> \u003cem>college mental health\u003c/em> \u003cem>was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>IOWA CITY, Iowa — Heidi Schmitt, a therapist at the University of Iowa, sat in her swivel chair and pulled on her snow boots: Time to move.\u003c/p>\n\u003cp>It was just after lunch on a gray day this spring, but already Schmitt had seen one student suffering from panic attacks; another struggling to connect with peers after two years of pandemic-induced isolation; and a third who was having a hard time adjusting to college.\u003c/p>\n\u003cp>She’d just finished preparing for a workshop on tolerating distress scheduled for the evening and was about to cross campus for another workshop she leads, on mindfulness.\u003c/p>\n\u003cp>Such is the life of a campus counselor, at a time when the demand for mental health care seems limitless, and colleges are stretching to meet it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On college campuses nationwide, the number of students seeking services increased by an average of \u003ca href=\"https://ccmh.psu.edu/assets/docs/2015_CCMH_Report_1-18-2015-yq3vik.pdf\">30 percent\u003c/a> between 2009 and 2015 — more than five times the average rate of enrollment growth — and has continued to climb since then. At the University of Iowa, the number of clinical service hours provided by its counselors rose by nearly 90 percent in the 10 years preceding the pandemic.\u003c/p>\n\u003cp>Caseloads dipped in \u003ca href=\"https://www.aucccd.org/assets/2020-21%20Annual%20Survey%20Report%20Public%20Survey.pdf\">2020\u003c/a> as students scattered to their homes and colleges struggled to serve them across state lines. But on many campuses they’re already starting to spike again, as the stress, grief and isolation that many students have experienced over the past two years rise to the surface.\u003c/p>\n\u003cp>In an effort to keep up, colleges have hired more therapists, contracted with networks of telehealth providers and sent more students to off-campus counselors and group therapy. They’ve spaced out appointments, set session limits and added students to waitlists.\u003c/p>\n\u003cp>They’ve innovated, too, subscribing to self-help apps and online peer-to-peer mental health communities, and started teaching resilience and coping skills to stressed-out students.\u003c/p>\n\u003cp>But the rise in demand feels relentless, and a growing number of counselors say they’re burned out. Roughly 60 percent of college counseling centers experienced turnover in their staff last year, an increase of nearly 10 percentage points over 2018, according to an annual \u003ca href=\"https://www.aucccd.org/assets/2020-21%20Annual%20Survey%20Report%20Public%20Survey.pdf\">survey\u003c/a> by the Association for University and College Counseling Center Directors, and 70 percent of centers had difficulty filling open positions.\u003c/p>\n\u003cp>In the survey, counseling center directors said the Covid-19 pandemic had added to counselors’ stress and workload, while eroding staff morale and cohesion.\u003c/p>\n\u003cp>The question, said Marcus Hotaling, president of the association, is “Who is helping the caregivers? “Who is helping us?”\u003c/p>\n\u003cfigure id=\"attachment_59372\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59372\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-07-copy-scaled-e1652339600374.jpg\" alt=\"Heidi Schmitt, LISW; Staff Therapist\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Heidi Schmitt, a staff therapist at the University of Iowa. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Once upon a time, college counselors functioned more like life and career coaches than therapists, supporting students through the often-tricky transitions to college and the workforce. They dealt mostly with coming-of-age challenges: loneliness, academic stress, uncertainty about the future.\u003c/p>\n\u003cp>No longer. These days, counselors are as likely to see a student with a severe eating disorder or crippling panic attacks as one who is homesick or worried about schoolwork. A growing number of students — 13 percent, in one \u003ca href=\"https://healthymindsnetwork.org/wp-content/uploads/2021/09/HMS_national_winter_2021.pdf?msclkid=ce22c84ebaa811ec9e3c7dcbc730747d\">survey\u003c/a> — report having suicidal thoughts.\u003c/p>\n\u003cp>Rates of mental illness among college students have been climbing for years, reaching what some consider crisis proportions. In a 2021 \u003ca href=\"https://healthymindsnetwork.org/wp-content/uploads/2022/01/HMS_nationalwinter2021_-update1.5.21.pdf\">survey\u003c/a> by the Healthy Minds Network, nearly half of students screened positive for clinically significant symptoms of depression, anxiety or both.\u003c/p>\n\u003cp>That increase is partly due to advances in treatment that have made it possible for more students to enroll in college, said Hotaling, who directs the counseling center at Union College in New York. It also reflects the pressures of modern society, in which young people can witness traumatic and disturbing events unfolding worldwide on social media and 24-hour news channels, other counselors said.\u003c/p>\n\u003cp>“We’re all so much more aware of the beauty and ugliness that exists in the world,” said Holly Davis, interim co-director of Iowa’s University Counseling Service. “It was always there, but now, at the tap of a finger, you can see it.”\u003c/p>\n\u003cp>But colleges see an ever-expanding number of students with less serious concerns, too — students who in the past might not have considered their problems big enough for therapy. Pre-pandemic, the typical campus counseling center saw \u003ca href=\"https://www.aucccd.org/assets/documents/Survey/2019%20AUCCCD%20Survey-2020-05-31-PUBLIC.pdf\">13 percent\u003c/a> of its student body for at least one appointment; on some smaller campuses, the number approached 40 percent or more.\u003cbr>\n[aside postID=mindshift_59323,mindshift_59094]\u003cbr>\nBen Locke, a psychologist who founded the Center for Collegiate Mental Health, sees this opening up of campus counseling to a much broader swath of students as an unintended consequence of widespread efforts to prevent suicide and destigmatize therapy.\u003c/p>\n\u003cp>For the past two decades, colleges, aided by millions of dollars from the federal government and foundations, have been telling students to seek help, that it’s “OK to not be OK,” he said. They’ve trained faculty and peers to identify students in distress and refer them to counseling, and urged students not to suffer in silence.\u003c/p>\n\u003cp>Now, as a result of that well-intentioned and often helpful push, students are seeking therapy for even routine challenges, said Locke, who is now the chief clinical officer for Togetherall, an online mental health community.\u003c/p>\n\u003cp>Schmitt, who has been a counselor for a decade, said she’s seen a shift in cultural attitudes towards emotional well-being, with schools now teaching kids coping skills as early as preschool. “My 2-year-old son will come home from school and say: ‘I’m sad. I have a big feeling. I need a break,’ ” she said.\u003c/p>\n\u003cp>Schmitt said she was drawn to counseling work because she enjoys “being present with people,” supporting them through highs and lows.\u003c/p>\n\u003cp>“I see my role as a facilitator. They’re doing all the hard work,” she said. “I love being there to see that growth.”\u003c/p>\n\u003cfigure id=\"attachment_59370\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59370\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-19-copy-scaled-e1652339492445.jpg\" alt=\"Instructor leading mindfulness exercises\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Heidi Schmitt, staff therapist at the University of Iowa, leads a weekly mindfulness workshop on campus. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But it’s not always easy to be present in her own life. She tries to practice self-care, going for walks with her toddler, or hitting the elliptical trainer after he and his baby brother are in bed. But sometimes a thought or worry about a client will creep into her head when she’s at home.\u003c/p>\n\u003cp>“The most challenging thing is being able to sit and be present and be as kind and compassionate towards ourselves as we are to everyone else,” she said.\u003c/p>\n\u003cp>At 1:15, heading for her mindfulness session, Schmitt left her office in the University Capitol Center, a shopping mall at the edge of the university’s sprawling downtown campus. The counseling center opened a second location here, around the corner from a tanning salon and next door to Candy Nails, in 2017, after it outgrew its other office, an aging brick building on the opposite side of the Iowa River.\u003c/p>\n\u003cp>She hurried through the midday gloom to the Campus Recreation and Wellness Center and climbed three flights of stairs to a yoga studio, where she settled onto a mat in the front.\u003c/p>\n\u003cp>“Do you ever feel like your thoughts are racing or are all over the place?” she asked the students.\u003c/p>\n\u003cp>“All the time,” answered one.\u003c/p>\n\u003cp>Schmitt instructed the students to sit silently, breathing slowly while they visualized their negative thoughts settling to the bottom of a snow globe, an exercise she called “emotional blizzard.”\u003c/p>\n\u003cp>Wellness workshops like this one, called “Mindfulness Matters,” have become common on college campuses, part of an effort to confront student stress before it becomes severe. The University of Iowa increased the number of hours it spends on outreach to students by 123 percent between fiscal 2013 and fiscal 2021, according to Kelly Clougher, the other interim co-director of Iowa’s University Counseling Service.\u003c/p>\n\u003cp>It’s not clear, though, if the programs are easing the pressure on counseling centers. For some students, a handful of coping strategies may be all they need to manage on their own. But for students with more serious concerns, outreach programs can serve as a soft entry to the counseling center, driving up demand.\u003c/p>\n\u003cp>Though the stigma surrounding mental health has diminished in recent years, some communities remain skeptical, or even dismissive, of therapy, and students of color are less likely to seek treatment than their white peers, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0165032722002774\">research\u003c/a> shows.\u003c/p>\n\u003cp>To reach students who might not seek help on their own, many colleges have begun “embedding” counselors in dorms and academic buildings, where they can build trust with students, on their turf.\u003c/p>\n\u003cp>At the University of Iowa, five counselors spend eight hours a day meeting with students in offices located in dorms and professional schools. The effort has been so successful that some of the embedded counselors are struggling to keep up with demand.\u003c/p>\n\u003cp>“We’re at a place where it feels unsustainable,” said Clougher.\u003c/p>\n\u003cfigure id=\"attachment_59374\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59374\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-04-copy-scaled-e1652339672621.jpg\" alt=\"Kelly Clougher\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kelly Clougher, one of the University of Iowa’s interim co-directors of counseling, in her office. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After Mindfulness Matters, Schmitt hustled to the Iowa Memorial Union, where a group of students was hosting a suicide awareness event called “Send Silence Packing.” Backpacks with photos and heartbreaking stories of students lost to suicide nationwide lined the stairs and filled the ballroom, where the song “Just Keep Breathing” by We the Kings played over a loudspeaker, reminding listeners that they weren’t alone.\u003c/p>\n\u003cp>Annamaria Iarrapino, the president of Iowa’s chapter of Active Minds, a national student organization that sponsors the \u003ca href=\"https://www.activeminds.org/behind-the-backpacks/\">traveling exhibit\u003c/a>, said the group was “trying to change the conversation around mental health, reducing the stigma.”\u003c/p>\n\u003cp>Iarrapino said her group isn’t pushing for major policy changes on campus, as some students at other schools have. But she would like to see colleges devote more resources to mental health.\u003c/p>\n\u003cp>“There need to be more mental health professionals, because so many students need help,” she said.\u003c/p>\n\u003cp>In fact, many colleges have ramped up their hiring in recent years. The University of Iowa doubled the size of its counseling center staff, to a couple dozen individuals, between roughly 2016 and 2019.\u003c/p>\n\u003cp>But they still couldn’t keep up with demand.\u003c/p>\n\u003cp>“We saw more students, but nobody waited any less,” said Barry Schreier, the former director of the University Counseling Service who spearheaded the expansion. “We figured out that we couldn’t hire ourselves out of the problem.”\u003c/p>\n\u003cp>Counselor caseloads vary widely among universities, ranging from \u003ca href=\"https://ccmh.psu.edu/clinical-load-index-cli\">12 to 314\u003c/a> clients a year, with an average of 90, according to the latest numbers from the Center for Collegiate Mental Health. The University of Iowa’s caseload per counselor is 120.\u003c/p>\n\u003cp>Centers with larger caseloads tend to require clinicians to take on new cases even if they don’t have time available — what’s known as an absorption model. To accommodate everyone, they often set session limits and space out appointments, scheduling students on a biweekly basis.\u003c/p>\n\u003cp>Centers with smaller caseloads are more apt to use a “treatment” model, assigning students a counselor when a spot opens up. Though this can mean a wait for treatment, staff members get more predictable schedules, and students are more likely to attend therapy weekly, achieving better outcomes.\u003c/p>\n\u003cp>The University of Iowa tends towards an absorption model with its embedded counselors but uses a treatment model in its main counseling center.\u003c/p>\n\u003cp>To reduce wait times, the center uses a “stepped care” approach, directing students with less serious concerns to lower tiers of service — support groups and workshops, among them.\u003c/p>\n\u003cp>Still, during busy periods, wait times for individual therapy can stretch up to six weeks — particularly if a student has a specialized need, such as an eating disorder, or limited availability.\u003c/p>\n\u003cp>Though Iowa doesn’t have a strict session cap, it informs students that therapy will be brief, and focused on specific goals.\u003c/p>\n\u003cp>“It’s not ‘Let’s work on everything in your life,’ but ‘Let’s prioritize,’ ” said Davis.\u003c/p>\n\u003cfigure id=\"attachment_59375\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-01-copy-scaled-e1652339702624.jpg\" alt=\"Holly Davis\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Holly Davis, one of the University of Iowa’s interim co-directors of counseling, in her office. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students who want or need longer-term therapy are typically referred to community-based providers, though students without private insurance are sometimes allowed to stay on longer. Staff will also help students sign up for Medicaid and connect them with free clinics in town.\u003c/p>\n\u003cp>But that doesn’t mean poorer students will get the same access to long-term treatment as their wealthier peers with private insurance, Davis said. As co-director of counseling, her job is not just to help students, but to protect her staff, too — and that can mean upholding boundaries.\u003c/p>\n\u003cp>“Access to health care is not equitable in this country. It just isn’t,” she said. “We’re always in conversations about how far we can stretch and make sure our clinicians stay well.”\u003c/p>\n\u003cp>At the University of Iowa, students without the financial resources, or transportation, to attend off-campus counseling can join a therapy group like one Schmitt led after the Send Silence Packing event.\u003c/p>\n\u003cp>The university offered more than 5,500 hours of group therapy in fiscal 2019, the last full year before the pandemic, more than quadruple the amount it offered in fiscal 2009. On this Thursday, in the small group of students gathered via Zoom, the focus was on managing and coping with emotions. Schmitt talked about how people choose to respond to situations, reminding students of a skill she calls “My Friend CARL,” an acronym for “Change It; Accept It; Reframe It; Leave It.”\u003c/p>\n\u003cp>Later, Schmitt would lead a support group for students seeking a healthier relationship with drugs and alcohol, followed by a workshop on tolerating distress. Her workday wouldn’t end until 8 p.m., more than 12 hours after it started.\u003c/p>\n\u003cp>College counseling was never a cushy job, but it used to be less consuming than it is today. Applicant pools were large, and hires tended to stay put for years, said Schreier, who has been in the field for 30 years.\u003c/p>\n\u003cp>Today, few counselors are applying for the jobs, and some who planned to stay forever are fleeing for private practice, where they can work fewer hours and make more money, he said. The University of Iowa currently has three open positions, including the director’s job.\u003c/p>\n\u003cp>“It’s bottomless demand, and finite resources, and that begins to erode on people’s feelings of efficacy,” said Schreier, who left the job in February to join the university’s newly formed Iowa Center for School Mental Health, where he’s focusing on staff and faculty well-being.\u003c/p>\n\u003cp>Schmitt, who came to the university from a community mental health center in 2019, said she’s learned that it’s “OK to say no to some things,” to turn down some of the requests to serve on committees or present to student groups after hours. She has no plans to leave; some days are exhausting, but she’s not burned out, she said.\u003c/p>\n\u003cp>And so, on this Thursday, she got into her car a little after 8 p.m. and drove 45 minutes to her home in rural Iowa to say goodnight to her 2-year-old, feed the baby one last bottle, and lay out everyone’s clothes for the next day. She ended the night quietly and purposefully with her husband, watching the Food Network and sipping one last cup of tea.\u003c/p>\n\u003cp>\u003cem>If you or someone you know is having thoughts of suicide, the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) and the Crisis Text Line — text HOME to 741741 — are free, 24-hour services that can provide support, information and resources.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"color: #111111;\">\u003ci>This story about\u003c/i>\u003c/span> \u003ca href=\"https://protect-us.mimecast.com/s/pQQLC73Al2SEGDg2C80Nod?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>college mental health\u003c/i>\u003c/a> \u003cspan style=\"color: #111111;\">\u003ci>was produced by\u003c/i>\u003c/span> \u003ca href=\"https://hechingerreport.org/\">\u003ci>The Hechinger Report\u003c/i>\u003c/a>\u003cspan style=\"color: #111111;\">\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003c/span> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"The University of Iowa doubled the size of its counseling staff between 2016 and 2019, but it’s not nearly keeping up with demand","status":"publish","parent":0,"modified":1652340991,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":66,"wordCount":2803},"headData":{"title":"Inside a college counseling center struggling with the student mental health crisis - MindShift","description":"The University of Iowa doubled the size of its counseling staff between 2016 and 2019, but it’s not nearly keeping up with demand","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Inside a college counseling center struggling with the student mental health crisis","datePublished":"2022-05-12T12:00:07.000Z","dateModified":"2022-05-12T07:36:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59361 https://ww2.kqed.org/mindshift/?p=59361","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/12/inside-a-college-counseling-center-struggling-with-the-student-mental-health-crisis/","disqusTitle":"Inside a college counseling center struggling with the student mental health crisis","nprByline":"Kelly Field, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59361/inside-a-college-counseling-center-struggling-with-the-student-mental-health-crisis","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about\u003c/em> \u003cem>college mental health\u003c/em> \u003cem>was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>IOWA CITY, Iowa — Heidi Schmitt, a therapist at the University of Iowa, sat in her swivel chair and pulled on her snow boots: Time to move.\u003c/p>\n\u003cp>It was just after lunch on a gray day this spring, but already Schmitt had seen one student suffering from panic attacks; another struggling to connect with peers after two years of pandemic-induced isolation; and a third who was having a hard time adjusting to college.\u003c/p>\n\u003cp>She’d just finished preparing for a workshop on tolerating distress scheduled for the evening and was about to cross campus for another workshop she leads, on mindfulness.\u003c/p>\n\u003cp>Such is the life of a campus counselor, at a time when the demand for mental health care seems limitless, and colleges are stretching to meet it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On college campuses nationwide, the number of students seeking services increased by an average of \u003ca href=\"https://ccmh.psu.edu/assets/docs/2015_CCMH_Report_1-18-2015-yq3vik.pdf\">30 percent\u003c/a> between 2009 and 2015 — more than five times the average rate of enrollment growth — and has continued to climb since then. At the University of Iowa, the number of clinical service hours provided by its counselors rose by nearly 90 percent in the 10 years preceding the pandemic.\u003c/p>\n\u003cp>Caseloads dipped in \u003ca href=\"https://www.aucccd.org/assets/2020-21%20Annual%20Survey%20Report%20Public%20Survey.pdf\">2020\u003c/a> as students scattered to their homes and colleges struggled to serve them across state lines. But on many campuses they’re already starting to spike again, as the stress, grief and isolation that many students have experienced over the past two years rise to the surface.\u003c/p>\n\u003cp>In an effort to keep up, colleges have hired more therapists, contracted with networks of telehealth providers and sent more students to off-campus counselors and group therapy. They’ve spaced out appointments, set session limits and added students to waitlists.\u003c/p>\n\u003cp>They’ve innovated, too, subscribing to self-help apps and online peer-to-peer mental health communities, and started teaching resilience and coping skills to stressed-out students.\u003c/p>\n\u003cp>But the rise in demand feels relentless, and a growing number of counselors say they’re burned out. Roughly 60 percent of college counseling centers experienced turnover in their staff last year, an increase of nearly 10 percentage points over 2018, according to an annual \u003ca href=\"https://www.aucccd.org/assets/2020-21%20Annual%20Survey%20Report%20Public%20Survey.pdf\">survey\u003c/a> by the Association for University and College Counseling Center Directors, and 70 percent of centers had difficulty filling open positions.\u003c/p>\n\u003cp>In the survey, counseling center directors said the Covid-19 pandemic had added to counselors’ stress and workload, while eroding staff morale and cohesion.\u003c/p>\n\u003cp>The question, said Marcus Hotaling, president of the association, is “Who is helping the caregivers? “Who is helping us?”\u003c/p>\n\u003cfigure id=\"attachment_59372\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59372\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-07-copy-scaled-e1652339600374.jpg\" alt=\"Heidi Schmitt, LISW; Staff Therapist\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Heidi Schmitt, a staff therapist at the University of Iowa. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Once upon a time, college counselors functioned more like life and career coaches than therapists, supporting students through the often-tricky transitions to college and the workforce. They dealt mostly with coming-of-age challenges: loneliness, academic stress, uncertainty about the future.\u003c/p>\n\u003cp>No longer. These days, counselors are as likely to see a student with a severe eating disorder or crippling panic attacks as one who is homesick or worried about schoolwork. A growing number of students — 13 percent, in one \u003ca href=\"https://healthymindsnetwork.org/wp-content/uploads/2021/09/HMS_national_winter_2021.pdf?msclkid=ce22c84ebaa811ec9e3c7dcbc730747d\">survey\u003c/a> — report having suicidal thoughts.\u003c/p>\n\u003cp>Rates of mental illness among college students have been climbing for years, reaching what some consider crisis proportions. In a 2021 \u003ca href=\"https://healthymindsnetwork.org/wp-content/uploads/2022/01/HMS_nationalwinter2021_-update1.5.21.pdf\">survey\u003c/a> by the Healthy Minds Network, nearly half of students screened positive for clinically significant symptoms of depression, anxiety or both.\u003c/p>\n\u003cp>That increase is partly due to advances in treatment that have made it possible for more students to enroll in college, said Hotaling, who directs the counseling center at Union College in New York. It also reflects the pressures of modern society, in which young people can witness traumatic and disturbing events unfolding worldwide on social media and 24-hour news channels, other counselors said.\u003c/p>\n\u003cp>“We’re all so much more aware of the beauty and ugliness that exists in the world,” said Holly Davis, interim co-director of Iowa’s University Counseling Service. “It was always there, but now, at the tap of a finger, you can see it.”\u003c/p>\n\u003cp>But colleges see an ever-expanding number of students with less serious concerns, too — students who in the past might not have considered their problems big enough for therapy. Pre-pandemic, the typical campus counseling center saw \u003ca href=\"https://www.aucccd.org/assets/documents/Survey/2019%20AUCCCD%20Survey-2020-05-31-PUBLIC.pdf\">13 percent\u003c/a> of its student body for at least one appointment; on some smaller campuses, the number approached 40 percent or more.\u003cbr>\n\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_59323,mindshift_59094","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nBen Locke, a psychologist who founded the Center for Collegiate Mental Health, sees this opening up of campus counseling to a much broader swath of students as an unintended consequence of widespread efforts to prevent suicide and destigmatize therapy.\u003c/p>\n\u003cp>For the past two decades, colleges, aided by millions of dollars from the federal government and foundations, have been telling students to seek help, that it’s “OK to not be OK,” he said. They’ve trained faculty and peers to identify students in distress and refer them to counseling, and urged students not to suffer in silence.\u003c/p>\n\u003cp>Now, as a result of that well-intentioned and often helpful push, students are seeking therapy for even routine challenges, said Locke, who is now the chief clinical officer for Togetherall, an online mental health community.\u003c/p>\n\u003cp>Schmitt, who has been a counselor for a decade, said she’s seen a shift in cultural attitudes towards emotional well-being, with schools now teaching kids coping skills as early as preschool. “My 2-year-old son will come home from school and say: ‘I’m sad. I have a big feeling. I need a break,’ ” she said.\u003c/p>\n\u003cp>Schmitt said she was drawn to counseling work because she enjoys “being present with people,” supporting them through highs and lows.\u003c/p>\n\u003cp>“I see my role as a facilitator. They’re doing all the hard work,” she said. “I love being there to see that growth.”\u003c/p>\n\u003cfigure id=\"attachment_59370\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59370\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-19-copy-scaled-e1652339492445.jpg\" alt=\"Instructor leading mindfulness exercises\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Heidi Schmitt, staff therapist at the University of Iowa, leads a weekly mindfulness workshop on campus. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But it’s not always easy to be present in her own life. She tries to practice self-care, going for walks with her toddler, or hitting the elliptical trainer after he and his baby brother are in bed. But sometimes a thought or worry about a client will creep into her head when she’s at home.\u003c/p>\n\u003cp>“The most challenging thing is being able to sit and be present and be as kind and compassionate towards ourselves as we are to everyone else,” she said.\u003c/p>\n\u003cp>At 1:15, heading for her mindfulness session, Schmitt left her office in the University Capitol Center, a shopping mall at the edge of the university’s sprawling downtown campus. The counseling center opened a second location here, around the corner from a tanning salon and next door to Candy Nails, in 2017, after it outgrew its other office, an aging brick building on the opposite side of the Iowa River.\u003c/p>\n\u003cp>She hurried through the midday gloom to the Campus Recreation and Wellness Center and climbed three flights of stairs to a yoga studio, where she settled onto a mat in the front.\u003c/p>\n\u003cp>“Do you ever feel like your thoughts are racing or are all over the place?” she asked the students.\u003c/p>\n\u003cp>“All the time,” answered one.\u003c/p>\n\u003cp>Schmitt instructed the students to sit silently, breathing slowly while they visualized their negative thoughts settling to the bottom of a snow globe, an exercise she called “emotional blizzard.”\u003c/p>\n\u003cp>Wellness workshops like this one, called “Mindfulness Matters,” have become common on college campuses, part of an effort to confront student stress before it becomes severe. The University of Iowa increased the number of hours it spends on outreach to students by 123 percent between fiscal 2013 and fiscal 2021, according to Kelly Clougher, the other interim co-director of Iowa’s University Counseling Service.\u003c/p>\n\u003cp>It’s not clear, though, if the programs are easing the pressure on counseling centers. For some students, a handful of coping strategies may be all they need to manage on their own. But for students with more serious concerns, outreach programs can serve as a soft entry to the counseling center, driving up demand.\u003c/p>\n\u003cp>Though the stigma surrounding mental health has diminished in recent years, some communities remain skeptical, or even dismissive, of therapy, and students of color are less likely to seek treatment than their white peers, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0165032722002774\">research\u003c/a> shows.\u003c/p>\n\u003cp>To reach students who might not seek help on their own, many colleges have begun “embedding” counselors in dorms and academic buildings, where they can build trust with students, on their turf.\u003c/p>\n\u003cp>At the University of Iowa, five counselors spend eight hours a day meeting with students in offices located in dorms and professional schools. The effort has been so successful that some of the embedded counselors are struggling to keep up with demand.\u003c/p>\n\u003cp>“We’re at a place where it feels unsustainable,” said Clougher.\u003c/p>\n\u003cfigure id=\"attachment_59374\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59374\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-04-copy-scaled-e1652339672621.jpg\" alt=\"Kelly Clougher\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kelly Clougher, one of the University of Iowa’s interim co-directors of counseling, in her office. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After Mindfulness Matters, Schmitt hustled to the Iowa Memorial Union, where a group of students was hosting a suicide awareness event called “Send Silence Packing.” Backpacks with photos and heartbreaking stories of students lost to suicide nationwide lined the stairs and filled the ballroom, where the song “Just Keep Breathing” by We the Kings played over a loudspeaker, reminding listeners that they weren’t alone.\u003c/p>\n\u003cp>Annamaria Iarrapino, the president of Iowa’s chapter of Active Minds, a national student organization that sponsors the \u003ca href=\"https://www.activeminds.org/behind-the-backpacks/\">traveling exhibit\u003c/a>, said the group was “trying to change the conversation around mental health, reducing the stigma.”\u003c/p>\n\u003cp>Iarrapino said her group isn’t pushing for major policy changes on campus, as some students at other schools have. But she would like to see colleges devote more resources to mental health.\u003c/p>\n\u003cp>“There need to be more mental health professionals, because so many students need help,” she said.\u003c/p>\n\u003cp>In fact, many colleges have ramped up their hiring in recent years. The University of Iowa doubled the size of its counseling center staff, to a couple dozen individuals, between roughly 2016 and 2019.\u003c/p>\n\u003cp>But they still couldn’t keep up with demand.\u003c/p>\n\u003cp>“We saw more students, but nobody waited any less,” said Barry Schreier, the former director of the University Counseling Service who spearheaded the expansion. “We figured out that we couldn’t hire ourselves out of the problem.”\u003c/p>\n\u003cp>Counselor caseloads vary widely among universities, ranging from \u003ca href=\"https://ccmh.psu.edu/clinical-load-index-cli\">12 to 314\u003c/a> clients a year, with an average of 90, according to the latest numbers from the Center for Collegiate Mental Health. The University of Iowa’s caseload per counselor is 120.\u003c/p>\n\u003cp>Centers with larger caseloads tend to require clinicians to take on new cases even if they don’t have time available — what’s known as an absorption model. To accommodate everyone, they often set session limits and space out appointments, scheduling students on a biweekly basis.\u003c/p>\n\u003cp>Centers with smaller caseloads are more apt to use a “treatment” model, assigning students a counselor when a spot opens up. Though this can mean a wait for treatment, staff members get more predictable schedules, and students are more likely to attend therapy weekly, achieving better outcomes.\u003c/p>\n\u003cp>The University of Iowa tends towards an absorption model with its embedded counselors but uses a treatment model in its main counseling center.\u003c/p>\n\u003cp>To reduce wait times, the center uses a “stepped care” approach, directing students with less serious concerns to lower tiers of service — support groups and workshops, among them.\u003c/p>\n\u003cp>Still, during busy periods, wait times for individual therapy can stretch up to six weeks — particularly if a student has a specialized need, such as an eating disorder, or limited availability.\u003c/p>\n\u003cp>Though Iowa doesn’t have a strict session cap, it informs students that therapy will be brief, and focused on specific goals.\u003c/p>\n\u003cp>“It’s not ‘Let’s work on everything in your life,’ but ‘Let’s prioritize,’ ” said Davis.\u003c/p>\n\u003cfigure id=\"attachment_59375\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-01-copy-scaled-e1652339702624.jpg\" alt=\"Holly Davis\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Holly Davis, one of the University of Iowa’s interim co-directors of counseling, in her office. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students who want or need longer-term therapy are typically referred to community-based providers, though students without private insurance are sometimes allowed to stay on longer. Staff will also help students sign up for Medicaid and connect them with free clinics in town.\u003c/p>\n\u003cp>But that doesn’t mean poorer students will get the same access to long-term treatment as their wealthier peers with private insurance, Davis said. As co-director of counseling, her job is not just to help students, but to protect her staff, too — and that can mean upholding boundaries.\u003c/p>\n\u003cp>“Access to health care is not equitable in this country. It just isn’t,” she said. “We’re always in conversations about how far we can stretch and make sure our clinicians stay well.”\u003c/p>\n\u003cp>At the University of Iowa, students without the financial resources, or transportation, to attend off-campus counseling can join a therapy group like one Schmitt led after the Send Silence Packing event.\u003c/p>\n\u003cp>The university offered more than 5,500 hours of group therapy in fiscal 2019, the last full year before the pandemic, more than quadruple the amount it offered in fiscal 2009. On this Thursday, in the small group of students gathered via Zoom, the focus was on managing and coping with emotions. Schmitt talked about how people choose to respond to situations, reminding students of a skill she calls “My Friend CARL,” an acronym for “Change It; Accept It; Reframe It; Leave It.”\u003c/p>\n\u003cp>Later, Schmitt would lead a support group for students seeking a healthier relationship with drugs and alcohol, followed by a workshop on tolerating distress. Her workday wouldn’t end until 8 p.m., more than 12 hours after it started.\u003c/p>\n\u003cp>College counseling was never a cushy job, but it used to be less consuming than it is today. Applicant pools were large, and hires tended to stay put for years, said Schreier, who has been in the field for 30 years.\u003c/p>\n\u003cp>Today, few counselors are applying for the jobs, and some who planned to stay forever are fleeing for private practice, where they can work fewer hours and make more money, he said. The University of Iowa currently has three open positions, including the director’s job.\u003c/p>\n\u003cp>“It’s bottomless demand, and finite resources, and that begins to erode on people’s feelings of efficacy,” said Schreier, who left the job in February to join the university’s newly formed Iowa Center for School Mental Health, where he’s focusing on staff and faculty well-being.\u003c/p>\n\u003cp>Schmitt, who came to the university from a community mental health center in 2019, said she’s learned that it’s “OK to say no to some things,” to turn down some of the requests to serve on committees or present to student groups after hours. She has no plans to leave; some days are exhausting, but she’s not burned out, she said.\u003c/p>\n\u003cp>And so, on this Thursday, she got into her car a little after 8 p.m. and drove 45 minutes to her home in rural Iowa to say goodnight to her 2-year-old, feed the baby one last bottle, and lay out everyone’s clothes for the next day. She ended the night quietly and purposefully with her husband, watching the Food Network and sipping one last cup of tea.\u003c/p>\n\u003cp>\u003cem>If you or someone you know is having thoughts of suicide, the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) and the Crisis Text Line — text HOME to 741741 — are free, 24-hour services that can provide support, information and resources.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #111111;\">\u003ci>This story about\u003c/i>\u003c/span> \u003ca href=\"https://protect-us.mimecast.com/s/pQQLC73Al2SEGDg2C80Nod?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>college mental health\u003c/i>\u003c/a> \u003cspan style=\"color: #111111;\">\u003ci>was produced by\u003c/i>\u003c/span> \u003ca href=\"https://hechingerreport.org/\">\u003ci>The Hechinger Report\u003c/i>\u003c/a>\u003cspan style=\"color: #111111;\">\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003c/span> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59361/inside-a-college-counseling-center-struggling-with-the-student-mental-health-crisis","authors":["byline_mindshift_59361"],"categories":["mindshift_21280"],"tags":["mindshift_21261","mindshift_20865","mindshift_841"],"featImg":"mindshift_59371","label":"mindshift"},"mindshift_57720":{"type":"posts","id":"mindshift_57720","meta":{"index":"posts_1591205157","site":"mindshift","id":"57720","score":null,"sort":[1619078149000]},"guestAuthors":[],"slug":"how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty","title":"How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'","publishDate":1619078149,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kai Humphrey, 9, has been learning from home for more than a year. He badly misses his Washington, D.C., elementary school, along with his friends and the bustle of the classroom.\u003c/p>\n\u003cp>\"I will be the first person ever to have every single person in the world as my friend,\" he said on a recent Zoom call, his sandy brown hair hanging down to his shoulder blades. From Kai, this kind of proclamation doesn't feel like bragging, more like exuberant kindness.\u003c/p>\n\u003cp>But when Kai's school recently invited him back, he refused. That's because his worry list is long, topped by his fear of getting COVID-19 and giving it to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. To her, the disease poses a mortal threat, and he is her protector, the only one who can make her giggle breathlessly.\u003c/p>\n\u003cp>Kai also worries about being separated from his mom, Rashida Humphrey-Wall. His biological father died in 2014, and she remains his rock, his mama bear and occasional taekwondo partner. He sometimes visits her bedside, in the middle of the night, just to check on her.\u003c/p>\n\u003cfigure id=\"attachment_57721\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57721\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_05_slide-8f1a45271ac12891eb1e6f579ff35b4bd7696126-scaled-e1619077382264.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai worries he could give COVID-19 to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This pandemic has been stressful for millions of children like Kai. Some have lost a loved one to COVID-19, and many families have lost jobs, their homes and even reliable access to food. If that stress isn't buffered by caring adults, it can have lifelong consequences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Kids have had extended exposure to chaos, crisis and uncertainty,\" says Matt Biel, a child psychiatrist at MedStar Georgetown University Hospital.\u003c/p>\n\u003cp>But there's some good news for kids like Kai: Educators across the country say their top priority right now isn't doubling down on math or reading — it's helping students manage all of this pandemic-driven stress.\u003c/p>\n\u003cp>\"If kids don't return to school and get a lot of attention paid to security, safety, predictability and re-establishing of strong, secure relationships, [they] are not gonna be able to make up ground academically,\" Biel says.\u003c/p>\n\u003cp>\u003cstrong>Promoting mental wellness in the classroom\u003c/strong>\u003c/p>\n\u003cp>To reestablish relationships in the classroom — and help kids cope with the stress and trauma of the past year — mental health experts say educators can start by building in time every day, for every student, in every classroom to share their feelings and learn the basics of naming and managing their emotions. Think morning circle time or, for older students, homeroom.\u003c/p>\n\u003cp>At Hernandez Middle School in Chicago, teacher Lilian Sackett starts off each day by checking in with students, then diving into a short lesson on mindfulness and other social-emotional skills.\u003c/p>\n\u003cp>The school is in a predominantly Latino area that was hit hard by the pandemic, Sackett says. She teaches English as a second language, and she learned early on that many of her students' families were dealing with a lot of stress related to job losses and illness — that's on top of any trauma that may have \u003cem>predated \u003c/em>the pandemic.\u003c/p>\n\u003cp>\"We need to allow the students to share their experiences with the pandemic and to give them that safe space [to] talk about it,\" Sackett says.\u003c/p>\n\u003cp>What's more, she says, children can benefit a lot from just a few minutes each day of classwide\u003cem> calm\u003c/em>. When she found out her students love Bob Ross and his \u003ca href=\"https://www.npr.org/2016/08/29/490923502/the-real-bob-ross-meet-the-meticulous-artist-behind-those-happy-trees\">tranquil, televised painting lessons\u003c/a> from the 1980s and '90s, Sackett decided to work him into their morning routine.\u003c/p>\n\u003cfigure id=\"attachment_57725\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_06_slide-efbed2c9acc41fcdc8666e08eb5a210b441e9dcc-scaled-e1619077426812.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Rashida Humphrey-Wall is a longtime nurse who recently began a new job — on top of her already full-time job of parenting Kai and Alaina through the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We watch five minutes of Bob Ross, and we watch the whole painting session within one week,\" she explains. \"When they're having fun, they're so excited — they'll learn anything you throw at them.\"\u003c/p>\n\u003cp>Sackett says her approach was informed by a \u003ca href=\"https://www.luriechildrens.org/en/news-stories/isbe-partners-with-lurie-childrens-and-peoria-roe-on-mental-health-supports-for-illinois-students-and-staff/\">virtual training\u003c/a>, provided by Ann & Robert H. Lurie Children's Hospital, that focused on the impacts of trauma on children.\u003c/p>\n\u003cp>\"They mentioned a bad grade is never about a lazy kid,\" she says. If a child is struggling academically, they may be dealing with really tough circumstances at home. Sackett learned that teachers can help by creating a supportive environment that fosters resilience.\u003c/p>\n\u003cp>Sheyla Ramirez, an eighth-grader at Sackett's school, has benefited a lot from daily check-ins with her teacher. Last fall, her family came down with COVID-19, and her baby sister ended up hospitalized before she recovered. Sheyla's uncle had died after testing positive for the virus months earlier. She says it was a really stressful time, especially for her third-grade sister.\u003c/p>\n\u003cp>\"My sister was like, 'Oh, I don't want to die,'\" Sheyla remembers. \"And it made me feel bad because it's just like... I didn't know what to tell her because I was in shock, too.\"\u003c/p>\n\u003cp>School staff routinely checked in to see if she or her family needed anything, and they offered to connect Sheyla with a school counselor. But Sheyla says the short daily lessons in mindfulness at the start of each school day — and being able to share her feelings and concerns with her teacher — were enough to help her get through.\u003c/p>\n\u003cp>\"They've been doing an excellent job,\" says Sheyla's mom, Amparo Ramirez. \"I've been telling them, 'I'm thankful for you being here.'\"\u003c/p>\n\u003cp>\u003cstrong>When more serious help is needed\u003c/strong>\u003c/p>\n\u003cp>For many kids, a little morning circle time with a caring teacher, or an occasional chat with a school counselor is all they'll need. And the more schools invest in promoting mental health and equipping children with social-emotional skills, the fewer children will go on to develop more serious problems, says child psychiatrist Matt Biel.\u003c/p>\n\u003cp>But there will always be children who need more intensive interventions, which could involve school social workers and psychologists, when available, or a referral to a mental health professional beyond the school.\u003c/p>\n\u003cp>Kai has been talking regularly with a therapist through his elementary school. And he says she has helped him come up with strategies to manage his stress at home.\u003c/p>\n\u003cfigure id=\"attachment_57722\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_09_slide-077f290be0bec7c47f592429a9bf6ac901f10a9d-scaled-e1619077597733.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai has been talking regularly with a therapist through his elementary school. He says she has helped him come up with strategies to manage his stress at home. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I would go in my room, lay on my bed, and either watch TV or play with my toys or do something like that,\" Kai says. \"And then I'll come back out when I'm more calm and happy.\"\u003c/p>\n\u003cp>As a solo parent, Kai's mom, Rashida Humphrey-Wall, has also had a tough year. She admits that looking after two kids, in addition to taking on a new job, during a pandemic has been stressful. \"In the beginning I think I had depression, anxiety... anything you can think of, I probably had it.\"\u003c/p>\n\u003cp>Biel says that kind of stress can trickle down to children.\u003c/p>\n\u003cp>\"All of the best evidence-based practices in the world are not going to have the desired effect if that child is living in a family that's overwhelmed by stress,\" he explains.\u003c/p>\n\u003cp>One of the best ways to address that is to also help caregivers, like Humphrey-Wall. And that's exactly what Kai's school has done. Through a partnership with \u003ca href=\"http://www.medstarwise.org/our-work\">Medstar Georgetown Center for Wellbeing in School Environments\u003c/a>, Kai's school arranged for Humphrey-Wall to meet with a clinical psychologist once a week for what they call \"parent wellbeing sessions.\"\u003c/p>\n\u003cp>Without it, she says, \"I don't know what I would have done, really.\"\u003c/p>\n\u003cp>Partnerships between schools and mental health care providers can be expensive for districts and may not be an option in rural or under-resourced areas where there simply aren't enough child-focused services.\u003c/p>\n\u003cfigure id=\"attachment_57727\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57727\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_10_slide-b0078794ea6e5c005f0a555c084a7ef7c9ae2c4a-scaled-e1619077645425.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"In the beginning [of the pandemic] I think I had depression, anxiety... anything you can think of, I probably had it,\" Humphrey-Wall says. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Biel says he's hopeful the rise in telehealth will help. But whatever the solution, he says schools need support as they explore their options.\u003c/p>\n\u003cp>\"Schools can't beg, borrow and steal from what they already have to do this,\" Biel says. \"We need to support schools and school systems with more resources to make this possible.\"\u003c/p>\n\u003cp>\u003cstrong>Federal help for schools\u003c/strong>\u003c/p>\n\u003cp>For districts that want to do more, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/09/974841565/heres-whats-in-the-american-rescue-plan-as-it-heads-toward-final-passage\">the latest COVID-19 relief package\u003c/a> could be a big help. The American Rescue Plan contains roughly $122 billion for K-12 schools, some of which can be used to hire more counselors, social workers and psychologists. And one U.S. senator has been pushing the Biden administration to emphasize mental health as it guides districts on how to spend that money.\u003c/p>\n\u003cp>\"Not all schools and districts are equipped to work on these complex mental and behavioral health issues and meet the unique needs of today's students,\" Sen. Catherine Cortez Masto \u003ca href=\"https://www.cortezmasto.senate.gov/imo/media/doc/21.04.06%20CCM%20Letter%20to%20HHS%20and%20Ed.pdf\">wrote in a letter\u003c/a> to the secretaries of the U.S. Departments of Education and Health and Human Services. \"Many suffer from drastic shortages of counselors, social workers, and psychologists to work with students even under normal circumstances. They will need robust assistance from community-based service providers and the health care community.\"\u003c/p>\n\u003cp>Cortez Masto says a recent spate of \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">student suicides in one county in her state\u003c/a>, Nevada, underscores just how urgent the needs are.\u003c/p>\n\u003cp>\"This is a unique situation we're in, hopefully a once-in-a-lifetime pandemic,\" she tells NPR. \"We don't know the impact it's going to have long-term [on] our kids. But we know the short-term. I've seen it here in southern Nevada and its devastating consequence here. So we've got to change that dynamic.\"\u003c/p>\n\u003cp>In the U.S., where access to health care — especially for children's mental health — is inequitable and inconsistent, the difficult work of identifying and tending to the mental and emotional health of this pandemic generation will fall largely on the shoulders of educators.\u003c/p>\n\u003cp>Programs like the one at Kai's school, in Washington, D.C., could play a critical role in helping to change that dynamic. Cortez Masto hopes the flood of federal relief dollars will help other districts create similar partnerships with child mental health providers, or find other solutions.\u003c/p>\n\u003cp>In the meantime, Kai and his mom are trying to figure out when Kai will return to in-person school. Humphrey-Wall thinks it would be good for her son to get out of the house, but Kai still fears bringing COVID-19 home. He's talking it through with his school-based therapist, doing his best to give those worries a roundhouse kick:\u003c/p>\n\u003cfigure id=\"attachment_57728\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57728\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_07_slide-9c0033773489803bf3ed95626afd6bddcfd39afa-scaled-e1619077691258.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai says he's doing his best to tamp his worries down. He's eager to get back to the business of making friends with the entire world. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We all need to be free from this quarantine. I'm going crazy. I want to be free!\" Kai shouts. He's eager to get back to the business of making friends with the entire world.\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: dial 711, then 1-800-273-8255) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Schools+Can+Help+Kids+Heal+After+A+Year+Of+%27Crisis+And+Uncertainty%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The pandemic has been stressful for millions of children. If that stress isn't buffered by caring adults, it can have lifelong consequences. There's a lot schools can do to keep that from happening. ","status":"publish","parent":0,"modified":1619078149,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":47,"wordCount":1984},"headData":{"title":"How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty' - MindShift","description":"The pandemic has been stressful for millions of children. If that stress isn't buffered by caring adults, it can have lifelong consequences. There's a lot schools can do to keep that from happening. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'","datePublished":"2021-04-22T07:55:49.000Z","dateModified":"2021-04-22T07:55:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57720 https://ww2.kqed.org/mindshift/?p=57720","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/22/how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty/","disqusTitle":"How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'","nprImageCredit":"Elissa Nadworny","nprByline":"Cory Turner and Christine Herman","nprImageAgency":"NPR","nprStoryId":"989056927","nprApiLink":"http://api.npr.org/query?id=989056927&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/04/21/989056927/how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty?ft=nprml&f=989056927","nprRetrievedStory":"1","nprPubDate":"Wed, 21 Apr 2021 13:13:00 -0400","nprStoryDate":"Wed, 21 Apr 2021 05:00:55 -0400","nprLastModifiedDate":"Wed, 21 Apr 2021 13:13:34 -0400","path":"/mindshift/57720/how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kai Humphrey, 9, has been learning from home for more than a year. He badly misses his Washington, D.C., elementary school, along with his friends and the bustle of the classroom.\u003c/p>\n\u003cp>\"I will be the first person ever to have every single person in the world as my friend,\" he said on a recent Zoom call, his sandy brown hair hanging down to his shoulder blades. From Kai, this kind of proclamation doesn't feel like bragging, more like exuberant kindness.\u003c/p>\n\u003cp>But when Kai's school recently invited him back, he refused. That's because his worry list is long, topped by his fear of getting COVID-19 and giving it to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. To her, the disease poses a mortal threat, and he is her protector, the only one who can make her giggle breathlessly.\u003c/p>\n\u003cp>Kai also worries about being separated from his mom, Rashida Humphrey-Wall. His biological father died in 2014, and she remains his rock, his mama bear and occasional taekwondo partner. He sometimes visits her bedside, in the middle of the night, just to check on her.\u003c/p>\n\u003cfigure id=\"attachment_57721\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57721\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_05_slide-8f1a45271ac12891eb1e6f579ff35b4bd7696126-scaled-e1619077382264.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai worries he could give COVID-19 to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This pandemic has been stressful for millions of children like Kai. Some have lost a loved one to COVID-19, and many families have lost jobs, their homes and even reliable access to food. If that stress isn't buffered by caring adults, it can have lifelong consequences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Kids have had extended exposure to chaos, crisis and uncertainty,\" says Matt Biel, a child psychiatrist at MedStar Georgetown University Hospital.\u003c/p>\n\u003cp>But there's some good news for kids like Kai: Educators across the country say their top priority right now isn't doubling down on math or reading — it's helping students manage all of this pandemic-driven stress.\u003c/p>\n\u003cp>\"If kids don't return to school and get a lot of attention paid to security, safety, predictability and re-establishing of strong, secure relationships, [they] are not gonna be able to make up ground academically,\" Biel says.\u003c/p>\n\u003cp>\u003cstrong>Promoting mental wellness in the classroom\u003c/strong>\u003c/p>\n\u003cp>To reestablish relationships in the classroom — and help kids cope with the stress and trauma of the past year — mental health experts say educators can start by building in time every day, for every student, in every classroom to share their feelings and learn the basics of naming and managing their emotions. Think morning circle time or, for older students, homeroom.\u003c/p>\n\u003cp>At Hernandez Middle School in Chicago, teacher Lilian Sackett starts off each day by checking in with students, then diving into a short lesson on mindfulness and other social-emotional skills.\u003c/p>\n\u003cp>The school is in a predominantly Latino area that was hit hard by the pandemic, Sackett says. She teaches English as a second language, and she learned early on that many of her students' families were dealing with a lot of stress related to job losses and illness — that's on top of any trauma that may have \u003cem>predated \u003c/em>the pandemic.\u003c/p>\n\u003cp>\"We need to allow the students to share their experiences with the pandemic and to give them that safe space [to] talk about it,\" Sackett says.\u003c/p>\n\u003cp>What's more, she says, children can benefit a lot from just a few minutes each day of classwide\u003cem> calm\u003c/em>. When she found out her students love Bob Ross and his \u003ca href=\"https://www.npr.org/2016/08/29/490923502/the-real-bob-ross-meet-the-meticulous-artist-behind-those-happy-trees\">tranquil, televised painting lessons\u003c/a> from the 1980s and '90s, Sackett decided to work him into their morning routine.\u003c/p>\n\u003cfigure id=\"attachment_57725\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_06_slide-efbed2c9acc41fcdc8666e08eb5a210b441e9dcc-scaled-e1619077426812.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Rashida Humphrey-Wall is a longtime nurse who recently began a new job — on top of her already full-time job of parenting Kai and Alaina through the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We watch five minutes of Bob Ross, and we watch the whole painting session within one week,\" she explains. \"When they're having fun, they're so excited — they'll learn anything you throw at them.\"\u003c/p>\n\u003cp>Sackett says her approach was informed by a \u003ca href=\"https://www.luriechildrens.org/en/news-stories/isbe-partners-with-lurie-childrens-and-peoria-roe-on-mental-health-supports-for-illinois-students-and-staff/\">virtual training\u003c/a>, provided by Ann & Robert H. Lurie Children's Hospital, that focused on the impacts of trauma on children.\u003c/p>\n\u003cp>\"They mentioned a bad grade is never about a lazy kid,\" she says. If a child is struggling academically, they may be dealing with really tough circumstances at home. Sackett learned that teachers can help by creating a supportive environment that fosters resilience.\u003c/p>\n\u003cp>Sheyla Ramirez, an eighth-grader at Sackett's school, has benefited a lot from daily check-ins with her teacher. Last fall, her family came down with COVID-19, and her baby sister ended up hospitalized before she recovered. Sheyla's uncle had died after testing positive for the virus months earlier. She says it was a really stressful time, especially for her third-grade sister.\u003c/p>\n\u003cp>\"My sister was like, 'Oh, I don't want to die,'\" Sheyla remembers. \"And it made me feel bad because it's just like... I didn't know what to tell her because I was in shock, too.\"\u003c/p>\n\u003cp>School staff routinely checked in to see if she or her family needed anything, and they offered to connect Sheyla with a school counselor. But Sheyla says the short daily lessons in mindfulness at the start of each school day — and being able to share her feelings and concerns with her teacher — were enough to help her get through.\u003c/p>\n\u003cp>\"They've been doing an excellent job,\" says Sheyla's mom, Amparo Ramirez. \"I've been telling them, 'I'm thankful for you being here.'\"\u003c/p>\n\u003cp>\u003cstrong>When more serious help is needed\u003c/strong>\u003c/p>\n\u003cp>For many kids, a little morning circle time with a caring teacher, or an occasional chat with a school counselor is all they'll need. And the more schools invest in promoting mental health and equipping children with social-emotional skills, the fewer children will go on to develop more serious problems, says child psychiatrist Matt Biel.\u003c/p>\n\u003cp>But there will always be children who need more intensive interventions, which could involve school social workers and psychologists, when available, or a referral to a mental health professional beyond the school.\u003c/p>\n\u003cp>Kai has been talking regularly with a therapist through his elementary school. And he says she has helped him come up with strategies to manage his stress at home.\u003c/p>\n\u003cfigure id=\"attachment_57722\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_09_slide-077f290be0bec7c47f592429a9bf6ac901f10a9d-scaled-e1619077597733.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai has been talking regularly with a therapist through his elementary school. He says she has helped him come up with strategies to manage his stress at home. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I would go in my room, lay on my bed, and either watch TV or play with my toys or do something like that,\" Kai says. \"And then I'll come back out when I'm more calm and happy.\"\u003c/p>\n\u003cp>As a solo parent, Kai's mom, Rashida Humphrey-Wall, has also had a tough year. She admits that looking after two kids, in addition to taking on a new job, during a pandemic has been stressful. \"In the beginning I think I had depression, anxiety... anything you can think of, I probably had it.\"\u003c/p>\n\u003cp>Biel says that kind of stress can trickle down to children.\u003c/p>\n\u003cp>\"All of the best evidence-based practices in the world are not going to have the desired effect if that child is living in a family that's overwhelmed by stress,\" he explains.\u003c/p>\n\u003cp>One of the best ways to address that is to also help caregivers, like Humphrey-Wall. And that's exactly what Kai's school has done. Through a partnership with \u003ca href=\"http://www.medstarwise.org/our-work\">Medstar Georgetown Center for Wellbeing in School Environments\u003c/a>, Kai's school arranged for Humphrey-Wall to meet with a clinical psychologist once a week for what they call \"parent wellbeing sessions.\"\u003c/p>\n\u003cp>Without it, she says, \"I don't know what I would have done, really.\"\u003c/p>\n\u003cp>Partnerships between schools and mental health care providers can be expensive for districts and may not be an option in rural or under-resourced areas where there simply aren't enough child-focused services.\u003c/p>\n\u003cfigure id=\"attachment_57727\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57727\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_10_slide-b0078794ea6e5c005f0a555c084a7ef7c9ae2c4a-scaled-e1619077645425.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"In the beginning [of the pandemic] I think I had depression, anxiety... anything you can think of, I probably had it,\" Humphrey-Wall says. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Biel says he's hopeful the rise in telehealth will help. But whatever the solution, he says schools need support as they explore their options.\u003c/p>\n\u003cp>\"Schools can't beg, borrow and steal from what they already have to do this,\" Biel says. \"We need to support schools and school systems with more resources to make this possible.\"\u003c/p>\n\u003cp>\u003cstrong>Federal help for schools\u003c/strong>\u003c/p>\n\u003cp>For districts that want to do more, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/09/974841565/heres-whats-in-the-american-rescue-plan-as-it-heads-toward-final-passage\">the latest COVID-19 relief package\u003c/a> could be a big help. The American Rescue Plan contains roughly $122 billion for K-12 schools, some of which can be used to hire more counselors, social workers and psychologists. And one U.S. senator has been pushing the Biden administration to emphasize mental health as it guides districts on how to spend that money.\u003c/p>\n\u003cp>\"Not all schools and districts are equipped to work on these complex mental and behavioral health issues and meet the unique needs of today's students,\" Sen. Catherine Cortez Masto \u003ca href=\"https://www.cortezmasto.senate.gov/imo/media/doc/21.04.06%20CCM%20Letter%20to%20HHS%20and%20Ed.pdf\">wrote in a letter\u003c/a> to the secretaries of the U.S. Departments of Education and Health and Human Services. \"Many suffer from drastic shortages of counselors, social workers, and psychologists to work with students even under normal circumstances. They will need robust assistance from community-based service providers and the health care community.\"\u003c/p>\n\u003cp>Cortez Masto says a recent spate of \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">student suicides in one county in her state\u003c/a>, Nevada, underscores just how urgent the needs are.\u003c/p>\n\u003cp>\"This is a unique situation we're in, hopefully a once-in-a-lifetime pandemic,\" she tells NPR. \"We don't know the impact it's going to have long-term [on] our kids. But we know the short-term. I've seen it here in southern Nevada and its devastating consequence here. So we've got to change that dynamic.\"\u003c/p>\n\u003cp>In the U.S., where access to health care — especially for children's mental health — is inequitable and inconsistent, the difficult work of identifying and tending to the mental and emotional health of this pandemic generation will fall largely on the shoulders of educators.\u003c/p>\n\u003cp>Programs like the one at Kai's school, in Washington, D.C., could play a critical role in helping to change that dynamic. Cortez Masto hopes the flood of federal relief dollars will help other districts create similar partnerships with child mental health providers, or find other solutions.\u003c/p>\n\u003cp>In the meantime, Kai and his mom are trying to figure out when Kai will return to in-person school. Humphrey-Wall thinks it would be good for her son to get out of the house, but Kai still fears bringing COVID-19 home. He's talking it through with his school-based therapist, doing his best to give those worries a roundhouse kick:\u003c/p>\n\u003cfigure id=\"attachment_57728\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57728\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_07_slide-9c0033773489803bf3ed95626afd6bddcfd39afa-scaled-e1619077691258.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai says he's doing his best to tamp his worries down. He's eager to get back to the business of making friends with the entire world. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We all need to be free from this quarantine. I'm going crazy. I want to be free!\" Kai shouts. He's eager to get back to the business of making friends with the entire world.\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: dial 711, then 1-800-273-8255) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Schools+Can+Help+Kids+Heal+After+A+Year+Of+%27Crisis+And+Uncertainty%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57720/how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty","authors":["byline_mindshift_57720"],"categories":["mindshift_21280"],"tags":["mindshift_21027","mindshift_21344","mindshift_21343","mindshift_358","mindshift_20865","mindshift_841","mindshift_21359","mindshift_943"],"featImg":"mindshift_57723","label":"mindshift"},"mindshift_57085":{"type":"posts","id":"mindshift_57085","meta":{"index":"posts_1591205157","site":"mindshift","id":"57085","score":null,"sort":[1607580312000]},"guestAuthors":[],"slug":"how-parents-can-help-kids-who-are-scared-and-anxious-during-the-pandemic","title":"How Parents Can Help Kids Who Are Scared and Anxious During the Pandemic","publishDate":1607580312,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For the kids in our lives, the last nine months have been many things. Scary — because an invisible, unknown illness was suddenly spreading across the globe. Maybe even fun, when the possibility of school closing felt like a snow day. But for many, that novelty has given way to frustration and sadness — even depression and anxiety. Just like adults, kids are wondering: Will I get sick? Will someone I love die?\u003c/p>\n\u003cp>It's a lot for kids \u003cem>and \u003c/em>parents to handle. So we talked to the experts and came away with five tips for how you can help your kids through this.\u003c/p>\n\u003ch2>Make sure your kids wear their masks\u003c/h2>\n\u003cp>\"Kids generally don't get very sick from this virus,\" says \u003ca href=\"https://vivo.brown.edu/display/ajha13\">Dr. Ashish Jha\u003c/a>, dean of the Brown University School of Public Health. But, he says, they can still play a part in making sure others don't get sick by wearing their masks and social distancing.\u003c/p>\n\u003cp>It might take a little imagination. If you have younger kids, you can explain the spread of the coronavirus by comparing their mouths to a bottle of bug spray. Weird, yes — but it's one way for young ones to visualize the tiny droplets they spread, even when they aren't sick. If they wear a mask, it helps keep those droplets in.\u003c/p>\n\u003cp>If you've got older kids or teenagers, take this a step further: Encourage them to spread the word. Practice what they might say if they're with friends at the park and someone takes their mask off. Maybe your 13-year-old has been waiting months to see Grandma and could say, \"I need to keep my Grandma safe, so do you mind putting your mask on?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rehearse it with your kids so the conversation goes smoothly.\u003c/p>\n\u003ch2>Practice positive thinking and mindfulness\u003c/h2>\n\u003cp>In a recent report, \u003ca href=\"https://www.calpartnersproject.org/arethekidsalright\">researchers interviewed 46 teenagers in California\u003c/a> and found that the teens reported a huge sense of loss — similar to the stages of grief. Most of the teens were sleeping badly because of lack of activity and lots of screen time.\u003c/p>\n\u003cp>Kids of all ages — as well as their parents — can probably relate.\u003c/p>\n\u003cp>In addition to the obvious prescription — trade in some of that screen time for physical exercise — try some \u003cem>brain\u003c/em> exercises too, like replacing negative thoughts with positive ones. You might try saying a few things you're grateful for each night before dinner or before bed. There's evidence behind that: Gratitude boosts your immune system, lowers blood pressure and motivates us to practice healthy habits. It may feel awkward or cheesy, but practicing mindfulness and positivity very consciously can help kids and parents too.\u003c/p>\n\u003cp>It's also important to watch for signs of something more serious too.\u003c/p>\n\u003cp>\"Depression in teenagers sometimes looks like a prickly porcupine. Everybody rubs them the wrong way,\" adolescent psychologist \u003ca href=\"https://www.drlisadamour.com/\">Lisa Damour\u003c/a> says. Don't take it personally; just keep offering them a listening ear.\u003c/p>\n\u003ch2>Meet tough moments with empathy\u003c/h2>\n\u003cp>There will be times when feelings bubble up. Meltdowns will happen. In those moments, \u003ca href=\"http://guidedsurrender.com/\">wellness guide Frannie Williams\u003c/a> says, take a moment to put yourself in your child's shoes. If they're acting like it's the end of the world, well it might be because their world has turned upside down this year.\u003c/p>\n\u003cp>She says that to help kids calm down, parents have to calm down too. Once she was working with a 5-year-old who was struggling. Williams began taking deep breaths, and \"Out of nowhere, I noticed that she was mimicking me,\" Williams remembers. \"She was modeling me. She started taking these big belly deep breaths.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.sesameworkshop.org/who-we-are/our-leadership/rosemarie-truglio\">Rosemarie Truglio\u003c/a>, senior vice president of curriculum and content at Sesame Workshop, says kids learn a lot about dealing with adversity by watching adults. \"And they're seeing how we are reacting to setbacks, mistakes and challenges,\" Truglio explains. \"So this is a big message for adults, because our actions are speaking a lot louder than our words.\"\u003c/p>\n\u003ch2>Find new ways of connecting with people\u003c/h2>\n\u003cp>Your kids are almost certainly missing out on some socializing — with friends and extended family. Get creative about making time for reestablishing some of those lost connections. It will help your children, it will help you and it will likely help the people you're reconnecting with.\u003c/p>\n\u003cp>\u003ca href=\"https://www.medschool.lsuhsc.edu/pediatrics/faculty_detail.aspx?name=osofsky_joy\">Joy Osofsky\u003c/a>, a professor at Louisiana State University School of Medicine in New Orleans, says her grandkids, who live outside the U.S., call her every morning on their way to school so they can play online games together. It's time that both Osofsky and her grandkids have come to cherish.\u003c/p>\n\u003ch2>Get more safe physical contact\u003c/h2>\n\u003cp>Damour says that kids, even teens, are likely missing out on lots of the physical contact they normally get — contact that can't be replicated over Zoom or WhatsApp. Keep that in mind, and don't hold back on the physical affection — the hugs, the pillow fights, the hair ruffles, all of it.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/895086511/meghan-keane\">\u003cem>Meghan Keane\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+Are+Anxious+And+Scared+During+The+Pandemic.+Here%27s+How+Parents+Can+Help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Kids and teens have had their lives upended by the COVID-19 pandemic. Here's what parents can do to help them stay positive and feel supported.","status":"publish","parent":0,"modified":1607580312,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":891},"headData":{"title":"How Parents Can Help Kids Who Are Scared and Anxious During the Pandemic - MindShift","description":"Kids and teens have had their lives upended by the COVID-19 pandemic. 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Scary — because an invisible, unknown illness was suddenly spreading across the globe. Maybe even fun, when the possibility of school closing felt like a snow day. But for many, that novelty has given way to frustration and sadness — even depression and anxiety. Just like adults, kids are wondering: Will I get sick? Will someone I love die?\u003c/p>\n\u003cp>It's a lot for kids \u003cem>and \u003c/em>parents to handle. So we talked to the experts and came away with five tips for how you can help your kids through this.\u003c/p>\n\u003ch2>Make sure your kids wear their masks\u003c/h2>\n\u003cp>\"Kids generally don't get very sick from this virus,\" says \u003ca href=\"https://vivo.brown.edu/display/ajha13\">Dr. Ashish Jha\u003c/a>, dean of the Brown University School of Public Health. But, he says, they can still play a part in making sure others don't get sick by wearing their masks and social distancing.\u003c/p>\n\u003cp>It might take a little imagination. If you have younger kids, you can explain the spread of the coronavirus by comparing their mouths to a bottle of bug spray. Weird, yes — but it's one way for young ones to visualize the tiny droplets they spread, even when they aren't sick. If they wear a mask, it helps keep those droplets in.\u003c/p>\n\u003cp>If you've got older kids or teenagers, take this a step further: Encourage them to spread the word. Practice what they might say if they're with friends at the park and someone takes their mask off. Maybe your 13-year-old has been waiting months to see Grandma and could say, \"I need to keep my Grandma safe, so do you mind putting your mask on?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rehearse it with your kids so the conversation goes smoothly.\u003c/p>\n\u003ch2>Practice positive thinking and mindfulness\u003c/h2>\n\u003cp>In a recent report, \u003ca href=\"https://www.calpartnersproject.org/arethekidsalright\">researchers interviewed 46 teenagers in California\u003c/a> and found that the teens reported a huge sense of loss — similar to the stages of grief. Most of the teens were sleeping badly because of lack of activity and lots of screen time.\u003c/p>\n\u003cp>Kids of all ages — as well as their parents — can probably relate.\u003c/p>\n\u003cp>In addition to the obvious prescription — trade in some of that screen time for physical exercise — try some \u003cem>brain\u003c/em> exercises too, like replacing negative thoughts with positive ones. You might try saying a few things you're grateful for each night before dinner or before bed. There's evidence behind that: Gratitude boosts your immune system, lowers blood pressure and motivates us to practice healthy habits. It may feel awkward or cheesy, but practicing mindfulness and positivity very consciously can help kids and parents too.\u003c/p>\n\u003cp>It's also important to watch for signs of something more serious too.\u003c/p>\n\u003cp>\"Depression in teenagers sometimes looks like a prickly porcupine. Everybody rubs them the wrong way,\" adolescent psychologist \u003ca href=\"https://www.drlisadamour.com/\">Lisa Damour\u003c/a> says. Don't take it personally; just keep offering them a listening ear.\u003c/p>\n\u003ch2>Meet tough moments with empathy\u003c/h2>\n\u003cp>There will be times when feelings bubble up. Meltdowns will happen. In those moments, \u003ca href=\"http://guidedsurrender.com/\">wellness guide Frannie Williams\u003c/a> says, take a moment to put yourself in your child's shoes. If they're acting like it's the end of the world, well it might be because their world has turned upside down this year.\u003c/p>\n\u003cp>She says that to help kids calm down, parents have to calm down too. Once she was working with a 5-year-old who was struggling. Williams began taking deep breaths, and \"Out of nowhere, I noticed that she was mimicking me,\" Williams remembers. \"She was modeling me. She started taking these big belly deep breaths.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.sesameworkshop.org/who-we-are/our-leadership/rosemarie-truglio\">Rosemarie Truglio\u003c/a>, senior vice president of curriculum and content at Sesame Workshop, says kids learn a lot about dealing with adversity by watching adults. \"And they're seeing how we are reacting to setbacks, mistakes and challenges,\" Truglio explains. \"So this is a big message for adults, because our actions are speaking a lot louder than our words.\"\u003c/p>\n\u003ch2>Find new ways of connecting with people\u003c/h2>\n\u003cp>Your kids are almost certainly missing out on some socializing — with friends and extended family. Get creative about making time for reestablishing some of those lost connections. It will help your children, it will help you and it will likely help the people you're reconnecting with.\u003c/p>\n\u003cp>\u003ca href=\"https://www.medschool.lsuhsc.edu/pediatrics/faculty_detail.aspx?name=osofsky_joy\">Joy Osofsky\u003c/a>, a professor at Louisiana State University School of Medicine in New Orleans, says her grandkids, who live outside the U.S., call her every morning on their way to school so they can play online games together. It's time that both Osofsky and her grandkids have come to cherish.\u003c/p>\n\u003ch2>Get more safe physical contact\u003c/h2>\n\u003cp>Damour says that kids, even teens, are likely missing out on lots of the physical contact they normally get — contact that can't be replicated over Zoom or WhatsApp. Keep that in mind, and don't hold back on the physical affection — the hugs, the pillow fights, the hair ruffles, all of it.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/895086511/meghan-keane\">\u003cem>Meghan Keane\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+Are+Anxious+And+Scared+During+The+Pandemic.+Here%27s+How+Parents+Can+Help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57085/how-parents-can-help-kids-who-are-scared-and-anxious-during-the-pandemic","authors":["byline_mindshift_57085"],"categories":["mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20699","mindshift_20865","mindshift_841"],"featImg":"mindshift_57086","label":"mindshift"},"mindshift_57002":{"type":"posts","id":"mindshift_57002","meta":{"index":"posts_1591205157","site":"mindshift","id":"57002","score":null,"sort":[1606125251000]},"guestAuthors":[],"slug":"how-mindfulness-during-class-can-help-students-and-teachers","title":"How Mindfulness During Class Can Help Students and Teachers","publishDate":1606125251,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003cem>\u003cu>mindfulness in the classroom\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cu>The\u003c/u> \u003cu>Hechinger Report\u003c/u>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Doug Worthen guided his small class of ninth graders at Middlesex School through an exercise designed to focus their attention. On his screen, he saw the students sitting outside or at desks and lounging across their beds as they joined their weekly mindfulness class online. One by one the students clicked off their cameras, each square became a white and gray icon and Worthen began the meditation.\u003c/p>\n\u003cp>“Notice where your attention is,” he said, prompting them to guide their attention back to their “home base” — the sounds around them or body sensations — when it drifted.\u003c/p>\n\u003cp>At the end of the meditation, the students were guided to open their eyes. They turned their screens back on and Worthen posed a question to the group. “I learned that my attention isn’t very stable,” a student said. She estimated that her attention was focused on her home base 14 percent of the time.\u003c/p>\n\u003cp>In this required 12-week “Introduction to Mindfulness” course taught by Worthen, a full-time mindfulness instructor, students at the private boarding school in Concord, Massachusetts, will learn how to develop awareness of their thoughts and body sensations, sit with difficult emotions and direct their attention to the present moment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mindfulness, an umbrella term for a range of practices, is about observing your emotions and state of mind, without judgment. This can be done during sitting meditation, walking meditation, activities such as yoga and even while eating.\u003c/p>\n\u003cp>Though few public schools have the budget to hire a full-time mindfulness teacher like Worthen, many have been introducing mindfulness in the classroom since the coronavirus pandemic shuttered buildings and thrust children into their at times stressful and chaotic home environments. Some teachers are integrating discussions about emotions into daily lessons or starting class with a short mindfulness practice to help everyone feel centered and prepared to learn, while others are sharing mindfulness apps and using online mindfulness videos.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.apa.org/monitor/2020/09/safeguarding-mental-health\">depression rate\u003c/a> for K-12 students was already on the rise before the coronavirus pandemic brought increased financial stress, sickness and death into the lives of thousands of American families. In a \u003ca href=\"https://wellbeings.org/wp-content/uploads/2020/10/Well-Beings-Youth-Mental-Health-Survey-Summary_Oct2020.pdf\">survey\u003c/a>, since the start of the pandemic, 50 percent of students reported worsened mental health, 35 percent said their family relationships were worse and a majority reported feeling “lonely” and “anxious.” In another \u003ca href=\"https://www.surveymonkey.com/curiosity/common-sense-media-school-reopening/\">survey\u003c/a>, 50 percent or more of the students said they were worried about losing connections with friends, missing out on scholarship and job opportunities and how Covid-19 would affect their future employment and college plans.\u003c/p>\n\u003cp>Megan Sweet is the senior director of program and impact at Mindful Schools, a nonprofit organization that trains educators to teach mindfulness in the classroom. During the coronavirus pandemic, she said, “this idea of tending to the emotional well-being and support of staff and students has gone from something that was a backburner item to something that is in front-of-mind for educators and school leaders.”\u003c/p>\n\u003cp>In late March, Mindful Schools created a free mindfulness series for kids, in response to Covid-19, which was shared 87,000 times on social media, a record for them. Additionally, they offered an online event to address educator burnout and highlight the benefits of self-compassion. They noted that it drew 10 times the organization’s usual number of attendees. The Holistic Life Foundation, a 20-year-old nonprofit in Baltimore that teaches mindfulness to kids, said that they extended their reach by a factor of 10, from 10,000 in 2019 to over 100,000 students this fall. Similarly, the mindfulness app Headspace for Educators reported that they experienced a 77 percent increase in teacher sign-ups from mid-March to now.\u003c/p>\n\u003cp>Mindfulness school programs have been shown to improve young people’s emotional well-being, academic performance and relationships. In \u003ca href=\"https://link.springer.com/article/10.1007%2Fs12671-015-0387-6\">one study\u003c/a> in Chicago of almost 200 elementary public school students, listening to 10 minutes of audio-recorded mindfulness daily for eight weeks improved students’ grades in reading and science. In a survey of sixth grade Boston charter school students by researchers at MIT, the students self-reported \u003ca href=\"https://news.mit.edu/2019/mindfulness-mental-health-benefits-students-0826\">less stress\u003c/a> and fewer feelings of sadness and anger after eight weeks of in-person guided mindfulness. The MIT researchers also found that students’ brain imaging showed less reactivity to negative images, compared to before they started the mindfulness program. (More brain reactivity to negative events and images is associated with increased risk for depression.) In a \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.4073/CSR.2017.5\">review\u003c/a> of 61 studies, researchers found that mindfulness in schools resulted in improved cognitive and social-emotional functioning.\u003c/p>\n\u003cp>But experts also caution that the science supporting mindfulness in the classroom is not yet conclusive, largely because the wide variety in how it’s taught can make it difficult to track its effectiveness. Mindfulness programs can vary widely from school to school — from audio recordings of meditation instruction played a few minutes each day, to entire classes for mindfulness and anything in between. “There’s a lot of ambiguity about which specific programs work, and who they work for,” said Michael Mrazek, director of research at the Center for Mindfulness and Human Potential at the University of California, Santa Barbara.\u003c/p>\n\u003cp>“Interventions that might work in one setting, as they get scaled up and get delivered to other schools and in other states, don’t necessarily maintain that same level of effectiveness,” Mrazek said.\u003c/p>\n\u003cp>At Middlesex, a college-preparatory school that attracts students hailing from across the country, there was a large shift in the school’s culture after introducing mindfulness classes. Worthen said, “You would notice there was a general decline in disciplinary issues. We see kids not staying up as late, getting better sleep.” The students agreed it was working as well. In a \u003ca href=\"https://www.researchgate.net/publication/334897229_Social_Validity_Assessment_of_Mindfulness_Education_and_Practices_Among_High_School_Students\">survey\u003c/a>, they said the practice helped them cope with stress and could be applied in their daily lives, and that they would continue using it in the future.\u003c/p>\n\u003cp>Ben Painter, a Middlesex graduate, took Worthen’s class in 2012 following a concussion. He said the class not only helped him with what he expected it to — memory and focus — but also aided his communication and emotional awareness. He said the biggest impact was “the hope it gave me for what the world could look like,” having experienced a loving community built around mindfulness and compassion. The Middlesex mindfulness program was so impactful on him, in fact, that he is now a director at The Mindfulness Director Initiative — an organization that works to make mindfulness instruction accessible in schools across the country.\u003c/p>\n\u003cp>What works at a small private boarding school in the Northeast certainly may not work everywhere, but school leaders in very different settings are implementing mindfulness with students experiencing crisis and trauma — and the educators are seeing even more profound effects.\u003c/p>\n\u003cp>In 2001, brothers Atman and Ali Smith, who grew up learning mindfulness from their parents, and Andres Gonzalez, all recent college graduates, volunteered to teach mindfulness to a group of 10 to 20 students at Windsor Hills Elementary, a small Baltimore City public school. Their goal was to restore a sense of community and mentorship in their neighborhood. In the early days, they broke up a lot of fights. Before they could start class, Ali Smith said, “We had to go pick up half the kids from detention.”\u003c/p>\n\u003cp>But over time the disciplinary problems decreased, and as they expanded the program to other schools, principals and staff kept asking them to come back.\u003c/p>\n\u003cp>“That’s when we first knew,” he said, “this stuff actually really does work. The kids were learning to self-regulate.” Four years in, they received a grant from the Family League of Baltimore City to pay themselves for their teaching.\u003c/p>\n\u003cp>By the fall of 2020, the nonprofit they created, the Holistic Life Foundation (HLF), had reached 100,000 students across the Baltimore City and County public and private schools and other schools across the country. In an \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26918064/\">independent study\u003c/a> of middle school students that participated in HLF’s programming, a team of researchers found that HLF’s students had improved impulse control and emotional regulation. A \u003ca href=\"http://hlfinc.org/wp-content/uploads/2013/03/Feasibility-and-preliminary-outcomes-of-a-school-based-mindfulness-intervention-for-urban-youth1.pdf\">second study\u003c/a> found that HLF’s mindfulness lessons decreased rumination and unwanted thoughts and increased students’ emotional stability.\u003c/p>\n\u003cp>One of the schools they work with, Robert W. Coleman Elementary, hasn’t had a suspension in six years, according to the principal. Another school they consistently work with, Patterson High School, has had suspensions decrease “dramatically.”\u003c/p>\n\u003cp>Many of their students experience high levels of trauma, and the Foundation has tailored their mindfulness program to deal with that context. Baltimore, a majority Black city, experiences\u003ca href=\"https://baltimore.cbslocal.com/2019/10/25/baltimore-ranks-top-4-for-most-dangerous-cities-in-america/\"> five times the national rate of violence\u003c/a> and two times the national poverty rate along with ongoing issues of systemic racism. Coleman Elementary is located in the heart of the area where protests over the death of Freddie Gray took place in 2015.\u003c/p>\n\u003cp>To customize the mindfulness curriculum for children here, the Foundation takes a trauma-informed approach.\u003c/p>\n\u003cp>“We do a lot of movement first to make the kids safe in their bodies,” said Ali Smith. “You can’t ask a kid who’s been through heavy amounts of trauma to be alone with their thoughts if they don't even feel safe in their body first.”\u003c/p>\n\u003cp>Smith and others guide the students through yoga and tai chi exercises before instructing them in a breathing exercise. The students sit on the floor, with their legs folded underneath them, and close their eyes. They are instructed to focus on their breath, and when their attention strays from the breath, to bring it back gently, without judgment of themselves for getting distracted. Then the students participate in discussion and end with another meditation.\u003c/p>\n\u003cp>The Holistic Life Foundation in Baltimore uses a “reciprocal teaching model” in which the students eventually teach the practice themselves, which encourages them to use it in their daily lives. “We also make sure the kids have fun,” Ali Smith said, by incorporating movement and pop culture, such as celebrities' testimonials about mindfulness, and by being excited about mindfulness themselves. “The kids can feel that,” he said.\u003c/p>\n\u003cp>“When you’re dealing with heavy amounts of trauma, heavy amounts of stress and hopelessness, it can become overwhelming,” said Ali Smith. “You can’t physically get out of where you are, but you can mentally get some space,” he said.\u003c/p>\n\u003cp>A trauma-informed approach is just one of the best practices that’s recommended for educators teaching mindfulness in the classroom.\u003c/p>\n\u003cp>“To be really impactful about teaching mindfulness to kids, you need to practice yourself,” said Sweet, of Mindful Schools. Educators are recommended to have a personal mindfulness practice for at least six months before taking their training, and then spend 300 hours learning how to teach mindfulness to students. Like math or science, mindfulness is a subject best taught by someone who knows the material. “It’s more effective, and safer,” Sweet said.\u003c/p>\n\u003cp>Patricia Jennings, professor of education at the University of Virginia, says mindfulness should never be used as a disciplinary response, because of the negative association students may develop with it. Instead, she recommends integrating mindfulness into behavioral response programs, by teaching students emotional awareness and helping them feel empowered to respond to challenges.\u003c/p>\n\u003cp>For schools that want to offer mindfulness but don’t have the money or resources to hire someone or provide training, digital programs with recordings may be helpful, and can offer customization for students. Some apps ask the students a series of questions about how they’re feeling and what they want to focus on, for example, and provide a specific meditation based on their responses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Regardless of the specifics, experts agree that mindfulness in schools should always be optional. While Worthen’s mindfulness class is required, he said, “The invitation is always there for them to not participate.”\u003c/p>\n\u003cp>Mindfulness could be a valuable tool for schools as they try to help students navigate the traumatic effects of the Covid-19 crisis. But what works in the classroom doesn’t always translate to online.\u003c/p>\n\u003cp>Typically, in a class taught by the Holistic Life Foundation, the students are spread out on yoga mats across a classroom or gym. During the pandemic, it’s all virtual.\u003c/p>\n\u003cp>Trying to meditate at home with siblings who are also learning online and parents who are working from home might seem difficult. But ultimately, Smith said, the goal of his organization is for students to learn how to use mindfulness at home as a way to help with the other challenges they face in their daily lives. “They still have to be able to incorporate the practice at home no matter what’s going on there,” Smith said.\u003c/p>\n\u003cp>At Middlesex, Worthen said the home practice environment has mostly been a positive for his students, who often feel more comfortable fully participating in the mindfulness exercises at home: “They’re in a space where they can feel really safe and can drop in to a level that might be harder in a classroom,” he said, because, in school, “they want to look cool, or they’re a little guarded around closing their eyes and meditating.”\u003c/p>\n\u003cp>But as he guided his online class, many of the students seemed distracted during the discussions. Some talked to others in the room with them and some peered downward, as if they were looking at their phones. Only one student unmuted herself to share her experience while the rest opted to participate via chat.\u003c/p>\n\u003cp>“It’s harder for people to share,” Worthen said. It can be hard enough to get students to participate in nonvirtual classes, he said; online, students have to unmute themselves to speak up, a process which can deter them from participating.\u003c/p>\n\u003cp>Another downside of remote instruction is that it’s difficult for Worthen to know how his students are doing. “It’s harder to attune to what’s coming up for people,” he said.\u003c/p>\n\u003cp>Sweet, at Mindful Schools, has heard the same concerns from many teachers she works with. “A lot of kids have their cameras off,” she said. “A lot of those nonverbal cues that educators rely on to get a sense of how students are doing, and informal conversations, those aren’t happening.” To better adapt mindfulness instruction for online, the group is working with educators to improve their online support and presentation styles and developing creative ways to check in with students, like asking students to use weather words such as sunny and cloudy to describe how they’re feeling and encouraging different ways of sharing, like using the chat box or giving a thumbs up.\u003c/p>\n\u003cp>But the main strategy is to help educators feel calmer, which helps students feel calmer.\u003c/p>\n\u003cp>Just seeing their teachers breathing with them online and being fully present with them, she said, “does still help to regulate the kids and make them feel more grounded, and stable.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/schools-bring-mindfulness-to-the-classroom-to-help-kids-in-the-covid-19-crisis/\">\u003cem>mindfulness in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003cem> \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Teachers are using mindfulness in the classroom to help students who have struggled with mental health issues and general well-being during Covid-19. ","status":"publish","parent":0,"modified":1606125251,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2649},"headData":{"title":"How Mindfulness During Class Can Help Students and Teachers - MindShift","description":"Teachers are using mindfulness in the classroom to help students who have struggled with mental health issues and general well-being during Covid-19. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Mindfulness During Class Can Help Students and Teachers","datePublished":"2020-11-23T09:54:11.000Z","dateModified":"2020-11-23T09:54:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57002 https://ww2.kqed.org/mindshift/?p=57002","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/23/how-mindfulness-during-class-can-help-students-and-teachers/","disqusTitle":"How Mindfulness During Class Can Help Students and Teachers","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Jena Brooker, The Hechinger Report\u003c/a>","path":"/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003cem>\u003cu>mindfulness in the classroom\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cu>The\u003c/u> \u003cu>Hechinger Report\u003c/u>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Doug Worthen guided his small class of ninth graders at Middlesex School through an exercise designed to focus their attention. On his screen, he saw the students sitting outside or at desks and lounging across their beds as they joined their weekly mindfulness class online. One by one the students clicked off their cameras, each square became a white and gray icon and Worthen began the meditation.\u003c/p>\n\u003cp>“Notice where your attention is,” he said, prompting them to guide their attention back to their “home base” — the sounds around them or body sensations — when it drifted.\u003c/p>\n\u003cp>At the end of the meditation, the students were guided to open their eyes. They turned their screens back on and Worthen posed a question to the group. “I learned that my attention isn’t very stable,” a student said. She estimated that her attention was focused on her home base 14 percent of the time.\u003c/p>\n\u003cp>In this required 12-week “Introduction to Mindfulness” course taught by Worthen, a full-time mindfulness instructor, students at the private boarding school in Concord, Massachusetts, will learn how to develop awareness of their thoughts and body sensations, sit with difficult emotions and direct their attention to the present moment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mindfulness, an umbrella term for a range of practices, is about observing your emotions and state of mind, without judgment. This can be done during sitting meditation, walking meditation, activities such as yoga and even while eating.\u003c/p>\n\u003cp>Though few public schools have the budget to hire a full-time mindfulness teacher like Worthen, many have been introducing mindfulness in the classroom since the coronavirus pandemic shuttered buildings and thrust children into their at times stressful and chaotic home environments. Some teachers are integrating discussions about emotions into daily lessons or starting class with a short mindfulness practice to help everyone feel centered and prepared to learn, while others are sharing mindfulness apps and using online mindfulness videos.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.apa.org/monitor/2020/09/safeguarding-mental-health\">depression rate\u003c/a> for K-12 students was already on the rise before the coronavirus pandemic brought increased financial stress, sickness and death into the lives of thousands of American families. In a \u003ca href=\"https://wellbeings.org/wp-content/uploads/2020/10/Well-Beings-Youth-Mental-Health-Survey-Summary_Oct2020.pdf\">survey\u003c/a>, since the start of the pandemic, 50 percent of students reported worsened mental health, 35 percent said their family relationships were worse and a majority reported feeling “lonely” and “anxious.” In another \u003ca href=\"https://www.surveymonkey.com/curiosity/common-sense-media-school-reopening/\">survey\u003c/a>, 50 percent or more of the students said they were worried about losing connections with friends, missing out on scholarship and job opportunities and how Covid-19 would affect their future employment and college plans.\u003c/p>\n\u003cp>Megan Sweet is the senior director of program and impact at Mindful Schools, a nonprofit organization that trains educators to teach mindfulness in the classroom. During the coronavirus pandemic, she said, “this idea of tending to the emotional well-being and support of staff and students has gone from something that was a backburner item to something that is in front-of-mind for educators and school leaders.”\u003c/p>\n\u003cp>In late March, Mindful Schools created a free mindfulness series for kids, in response to Covid-19, which was shared 87,000 times on social media, a record for them. Additionally, they offered an online event to address educator burnout and highlight the benefits of self-compassion. They noted that it drew 10 times the organization’s usual number of attendees. The Holistic Life Foundation, a 20-year-old nonprofit in Baltimore that teaches mindfulness to kids, said that they extended their reach by a factor of 10, from 10,000 in 2019 to over 100,000 students this fall. Similarly, the mindfulness app Headspace for Educators reported that they experienced a 77 percent increase in teacher sign-ups from mid-March to now.\u003c/p>\n\u003cp>Mindfulness school programs have been shown to improve young people’s emotional well-being, academic performance and relationships. In \u003ca href=\"https://link.springer.com/article/10.1007%2Fs12671-015-0387-6\">one study\u003c/a> in Chicago of almost 200 elementary public school students, listening to 10 minutes of audio-recorded mindfulness daily for eight weeks improved students’ grades in reading and science. In a survey of sixth grade Boston charter school students by researchers at MIT, the students self-reported \u003ca href=\"https://news.mit.edu/2019/mindfulness-mental-health-benefits-students-0826\">less stress\u003c/a> and fewer feelings of sadness and anger after eight weeks of in-person guided mindfulness. The MIT researchers also found that students’ brain imaging showed less reactivity to negative images, compared to before they started the mindfulness program. (More brain reactivity to negative events and images is associated with increased risk for depression.) In a \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.4073/CSR.2017.5\">review\u003c/a> of 61 studies, researchers found that mindfulness in schools resulted in improved cognitive and social-emotional functioning.\u003c/p>\n\u003cp>But experts also caution that the science supporting mindfulness in the classroom is not yet conclusive, largely because the wide variety in how it’s taught can make it difficult to track its effectiveness. Mindfulness programs can vary widely from school to school — from audio recordings of meditation instruction played a few minutes each day, to entire classes for mindfulness and anything in between. “There’s a lot of ambiguity about which specific programs work, and who they work for,” said Michael Mrazek, director of research at the Center for Mindfulness and Human Potential at the University of California, Santa Barbara.\u003c/p>\n\u003cp>“Interventions that might work in one setting, as they get scaled up and get delivered to other schools and in other states, don’t necessarily maintain that same level of effectiveness,” Mrazek said.\u003c/p>\n\u003cp>At Middlesex, a college-preparatory school that attracts students hailing from across the country, there was a large shift in the school’s culture after introducing mindfulness classes. Worthen said, “You would notice there was a general decline in disciplinary issues. We see kids not staying up as late, getting better sleep.” The students agreed it was working as well. In a \u003ca href=\"https://www.researchgate.net/publication/334897229_Social_Validity_Assessment_of_Mindfulness_Education_and_Practices_Among_High_School_Students\">survey\u003c/a>, they said the practice helped them cope with stress and could be applied in their daily lives, and that they would continue using it in the future.\u003c/p>\n\u003cp>Ben Painter, a Middlesex graduate, took Worthen’s class in 2012 following a concussion. He said the class not only helped him with what he expected it to — memory and focus — but also aided his communication and emotional awareness. He said the biggest impact was “the hope it gave me for what the world could look like,” having experienced a loving community built around mindfulness and compassion. The Middlesex mindfulness program was so impactful on him, in fact, that he is now a director at The Mindfulness Director Initiative — an organization that works to make mindfulness instruction accessible in schools across the country.\u003c/p>\n\u003cp>What works at a small private boarding school in the Northeast certainly may not work everywhere, but school leaders in very different settings are implementing mindfulness with students experiencing crisis and trauma — and the educators are seeing even more profound effects.\u003c/p>\n\u003cp>In 2001, brothers Atman and Ali Smith, who grew up learning mindfulness from their parents, and Andres Gonzalez, all recent college graduates, volunteered to teach mindfulness to a group of 10 to 20 students at Windsor Hills Elementary, a small Baltimore City public school. Their goal was to restore a sense of community and mentorship in their neighborhood. In the early days, they broke up a lot of fights. Before they could start class, Ali Smith said, “We had to go pick up half the kids from detention.”\u003c/p>\n\u003cp>But over time the disciplinary problems decreased, and as they expanded the program to other schools, principals and staff kept asking them to come back.\u003c/p>\n\u003cp>“That’s when we first knew,” he said, “this stuff actually really does work. The kids were learning to self-regulate.” Four years in, they received a grant from the Family League of Baltimore City to pay themselves for their teaching.\u003c/p>\n\u003cp>By the fall of 2020, the nonprofit they created, the Holistic Life Foundation (HLF), had reached 100,000 students across the Baltimore City and County public and private schools and other schools across the country. In an \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26918064/\">independent study\u003c/a> of middle school students that participated in HLF’s programming, a team of researchers found that HLF’s students had improved impulse control and emotional regulation. A \u003ca href=\"http://hlfinc.org/wp-content/uploads/2013/03/Feasibility-and-preliminary-outcomes-of-a-school-based-mindfulness-intervention-for-urban-youth1.pdf\">second study\u003c/a> found that HLF’s mindfulness lessons decreased rumination and unwanted thoughts and increased students’ emotional stability.\u003c/p>\n\u003cp>One of the schools they work with, Robert W. Coleman Elementary, hasn’t had a suspension in six years, according to the principal. Another school they consistently work with, Patterson High School, has had suspensions decrease “dramatically.”\u003c/p>\n\u003cp>Many of their students experience high levels of trauma, and the Foundation has tailored their mindfulness program to deal with that context. Baltimore, a majority Black city, experiences\u003ca href=\"https://baltimore.cbslocal.com/2019/10/25/baltimore-ranks-top-4-for-most-dangerous-cities-in-america/\"> five times the national rate of violence\u003c/a> and two times the national poverty rate along with ongoing issues of systemic racism. Coleman Elementary is located in the heart of the area where protests over the death of Freddie Gray took place in 2015.\u003c/p>\n\u003cp>To customize the mindfulness curriculum for children here, the Foundation takes a trauma-informed approach.\u003c/p>\n\u003cp>“We do a lot of movement first to make the kids safe in their bodies,” said Ali Smith. “You can’t ask a kid who’s been through heavy amounts of trauma to be alone with their thoughts if they don't even feel safe in their body first.”\u003c/p>\n\u003cp>Smith and others guide the students through yoga and tai chi exercises before instructing them in a breathing exercise. The students sit on the floor, with their legs folded underneath them, and close their eyes. They are instructed to focus on their breath, and when their attention strays from the breath, to bring it back gently, without judgment of themselves for getting distracted. Then the students participate in discussion and end with another meditation.\u003c/p>\n\u003cp>The Holistic Life Foundation in Baltimore uses a “reciprocal teaching model” in which the students eventually teach the practice themselves, which encourages them to use it in their daily lives. “We also make sure the kids have fun,” Ali Smith said, by incorporating movement and pop culture, such as celebrities' testimonials about mindfulness, and by being excited about mindfulness themselves. “The kids can feel that,” he said.\u003c/p>\n\u003cp>“When you’re dealing with heavy amounts of trauma, heavy amounts of stress and hopelessness, it can become overwhelming,” said Ali Smith. “You can’t physically get out of where you are, but you can mentally get some space,” he said.\u003c/p>\n\u003cp>A trauma-informed approach is just one of the best practices that’s recommended for educators teaching mindfulness in the classroom.\u003c/p>\n\u003cp>“To be really impactful about teaching mindfulness to kids, you need to practice yourself,” said Sweet, of Mindful Schools. Educators are recommended to have a personal mindfulness practice for at least six months before taking their training, and then spend 300 hours learning how to teach mindfulness to students. Like math or science, mindfulness is a subject best taught by someone who knows the material. “It’s more effective, and safer,” Sweet said.\u003c/p>\n\u003cp>Patricia Jennings, professor of education at the University of Virginia, says mindfulness should never be used as a disciplinary response, because of the negative association students may develop with it. Instead, she recommends integrating mindfulness into behavioral response programs, by teaching students emotional awareness and helping them feel empowered to respond to challenges.\u003c/p>\n\u003cp>For schools that want to offer mindfulness but don’t have the money or resources to hire someone or provide training, digital programs with recordings may be helpful, and can offer customization for students. Some apps ask the students a series of questions about how they’re feeling and what they want to focus on, for example, and provide a specific meditation based on their responses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Regardless of the specifics, experts agree that mindfulness in schools should always be optional. While Worthen’s mindfulness class is required, he said, “The invitation is always there for them to not participate.”\u003c/p>\n\u003cp>Mindfulness could be a valuable tool for schools as they try to help students navigate the traumatic effects of the Covid-19 crisis. But what works in the classroom doesn’t always translate to online.\u003c/p>\n\u003cp>Typically, in a class taught by the Holistic Life Foundation, the students are spread out on yoga mats across a classroom or gym. During the pandemic, it’s all virtual.\u003c/p>\n\u003cp>Trying to meditate at home with siblings who are also learning online and parents who are working from home might seem difficult. But ultimately, Smith said, the goal of his organization is for students to learn how to use mindfulness at home as a way to help with the other challenges they face in their daily lives. “They still have to be able to incorporate the practice at home no matter what’s going on there,” Smith said.\u003c/p>\n\u003cp>At Middlesex, Worthen said the home practice environment has mostly been a positive for his students, who often feel more comfortable fully participating in the mindfulness exercises at home: “They’re in a space where they can feel really safe and can drop in to a level that might be harder in a classroom,” he said, because, in school, “they want to look cool, or they’re a little guarded around closing their eyes and meditating.”\u003c/p>\n\u003cp>But as he guided his online class, many of the students seemed distracted during the discussions. Some talked to others in the room with them and some peered downward, as if they were looking at their phones. Only one student unmuted herself to share her experience while the rest opted to participate via chat.\u003c/p>\n\u003cp>“It’s harder for people to share,” Worthen said. It can be hard enough to get students to participate in nonvirtual classes, he said; online, students have to unmute themselves to speak up, a process which can deter them from participating.\u003c/p>\n\u003cp>Another downside of remote instruction is that it’s difficult for Worthen to know how his students are doing. “It’s harder to attune to what’s coming up for people,” he said.\u003c/p>\n\u003cp>Sweet, at Mindful Schools, has heard the same concerns from many teachers she works with. “A lot of kids have their cameras off,” she said. “A lot of those nonverbal cues that educators rely on to get a sense of how students are doing, and informal conversations, those aren’t happening.” To better adapt mindfulness instruction for online, the group is working with educators to improve their online support and presentation styles and developing creative ways to check in with students, like asking students to use weather words such as sunny and cloudy to describe how they’re feeling and encouraging different ways of sharing, like using the chat box or giving a thumbs up.\u003c/p>\n\u003cp>But the main strategy is to help educators feel calmer, which helps students feel calmer.\u003c/p>\n\u003cp>Just seeing their teachers breathing with them online and being fully present with them, she said, “does still help to regulate the kids and make them feel more grounded, and stable.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/schools-bring-mindfulness-to-the-classroom-to-help-kids-in-the-covid-19-crisis/\">\u003cem>mindfulness in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers","authors":["byline_mindshift_57002"],"categories":["mindshift_21280"],"tags":["mindshift_20589","mindshift_21344","mindshift_21343","mindshift_842","mindshift_20865","mindshift_841"],"featImg":"mindshift_57006","label":"mindshift"},"mindshift_56849":{"type":"posts","id":"mindshift_56849","meta":{"index":"posts_1591205157","site":"mindshift","id":"56849","score":null,"sort":[1603348082000]},"guestAuthors":[],"slug":"look-inward-to-make-external-change-advice-from-a-meditation-teacher","title":"Look Inward To Make External Change: Advice From A Meditation Teacher","publishDate":1603348082,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When you think about meditation, what comes to mind?\u003c/p>\n\u003cp>Perhaps it evokes gentle music, the soft light of candles or a cool, tranquil space. Maybe you're thinking about the last five minutes of your yoga practice or the first five minutes of your morning. Or, maybe, meditation doesn't do much for you at all.\u003c/p>\n\u003cp>But have you ever considered meditation as a means for social change? Or mindfulness as a path toward real action?\u003c/p>\n\u003cp>When the outside world feels upside-down — like it so often does these days — it might seem counterintuitive to look inside yourself for change. But that's exactly what \u003ca href=\"https://www.sharonsalzberg.com/\">Sharon Salzberg\u003c/a>, a bestselling author and world-renowned meditation teacher, says is the answer.\u003c/p>\n\u003cfigure id=\"attachment_56851\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-56851\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/5dv3eh-i_400x400_vert-d626a7aac5f76dcf92dfbf97665604e2a963fba6-e1603347943297.jpg\" alt=\"\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Author and meditation teacher Sharon Salzberg. \u003ccite>(Twitter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Salzberg's new book, \u003ca href=\"https://www.sharonsalzberg.com/realchange/\">\u003cem>Real Change: Mindfulness to Heal Ourselves and the World\u003c/em>\u003c/a>, argues that doing work within ourselves can create ripples of real change in the outer world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"One of the strangest things I discovered about meditation practice is that while it looks like maybe the most solitary activity imaginable ... what it actually produces is a profound sense of connection, not only to yourself but to others,\" says Salzberg.\u003c/p>\n\u003cp>Salzberg wrote her new book for the many meditators she knows who are looking to bring their compassion alive into the world and for the many activists she knows on the front lines in need of relief. Wherever you are in your journey, she says, taking the time to be present with yourself and your emotions can be healing and gratifying. And that awareness can lead to connections — connections that lead to real change.\u003c/p>\n\u003cp>So, you might be asking, where do you start?\u003c/p>\n\u003cp>Mindfulness is a time to be with ourselves and our emotions \"without the intense overlay of projection or comparison or judgment ... so that we get a cleaner, clearer view of what our experience actually is,\" Salzberg says. Mindfulness can be practiced in a lot of ways, and meditation, she says, is a direct shot at it.\u003c/p>\n\u003cp>She suggests taking 10 or 15 minutes out of your day to practice mindful meditation.\u003c/p>\n\u003cp>From this space of clarity, says Salzberg, we can get a better sense of ourselves, our place in the world and our relationships to other people. We can \"reorient our priorities, and our worldview changes.\"\u003c/p>\n\u003cp>Sitting with your emotions in this way allows you to look at your experience with more objectivity. Take anger, for example.\u003c/p>\n\u003cp>\"If you just watch — not judging and not being lost in it — you see anger is a very complex emotion. It almost always has sadness in it, fear in it, maybe grief in it, maybe guilt in it, and ... you see a kind of kernel of helplessness in it,\" says Salzberg. \"And if we can get there to where we really observe the helplessness, then that's the moment we will resolve on an action, and that's the beginning of channeling the energy.\"\u003c/p>\n\u003cp>That energy won't go far without recognizing your agency, Salzberg says.\u003c/p>\n\u003cp>\"I've seen over so many years of teaching that even as we develop a lot more kindness and compassion, there's often a feeling like, 'I could never do enough, whatever I have to contribute is so meager, it's little and nothing, and so I won't do anything.' \" Agency requires that we continue to take action despite that uncertainty or insecurity.\u003c/p>\n\u003cp>\"It means finding the one thing that you can make real to begin with, just making a call or getting someone's phone number,\" says Salzberg. \"It's like we're rebuilding at the same time everything is falling apart.\"\u003c/p>\n\u003cp>It's these small individual acts, says Salzburg, that can together bring about big societal change.\u003c/p>\n\u003cp>\"We share this life. We share this planet. We need to be responsive to one another as though what we do affects others and what others do will affect us, because that's the truth of things.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Andee Tagle.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823 with a greeting, your name, your phone number and a random life tip. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. It might appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Look+Inward+To+Make+External+Change%3A+Advice+From+A+Meditation+Teacher&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When the world feels upside-down, it might seem counterintuitive to turn inward to create change. But that's exactly what meditation teacher Sharon Salzberg says we should do.","status":"publish","parent":0,"modified":1603348082,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":740},"headData":{"title":"Look Inward To Make External Change: Advice From A Meditation Teacher - MindShift","description":"When the world feels upside-down, it might seem counterintuitive to turn inward to create change. But that's exactly what meditation teacher Sharon Salzberg says we should do.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Look Inward To Make External Change: Advice From A Meditation Teacher","datePublished":"2020-10-22T06:28:02.000Z","dateModified":"2020-10-22T06:28:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56849 https://ww2.kqed.org/mindshift/?p=56849","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/21/look-inward-to-make-external-change-advice-from-a-meditation-teacher/","disqusTitle":"Look Inward To Make External Change: Advice From A Meditation Teacher","nprImageCredit":"LA Johnson","nprByline":"Elise Hu and Andee Tagle","nprImageAgency":"NPR","nprStoryId":"925344796","nprApiLink":"http://api.npr.org/query?id=925344796&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/10/19/925344796/look-inward-to-make-external-change-advice-from-a-meditation-teacher?ft=nprml&f=925344796","nprRetrievedStory":"1","nprPubDate":"Tue, 20 Oct 2020 00:03:00 -0400","nprStoryDate":"Tue, 20 Oct 2020 00:03:07 -0400","nprLastModifiedDate":"Tue, 20 Oct 2020 03:39:31 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-podcasts/podcast/npr/lifekit/2020/10/20201020_lifekit_life_kit_sharon_salzberg__-_final-19965439-cdb0-4100-abcd-4c80c3028287.mp3?orgId=1&aggIds=676529561&d=1232&p=510338&story=925344796&t=podcast&e=925344796&ft=nprml&f=925344796","nprAudioM3u":"http://api.npr.org/m3u/1925458465-4bc9e1.m3u?orgId=1&aggIds=676529561&d=1232&p=510338&story=925344796&t=podcast&e=925344796&ft=nprml&f=925344796","path":"/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher","audioUrl":"https://ondemand.npr.org/anon.npr-podcasts/podcast/npr/lifekit/2020/10/20201020_lifekit_life_kit_sharon_salzberg__-_final-19965439-cdb0-4100-abcd-4c80c3028287.mp3?orgId=1&aggIds=676529561&d=1232&p=510338&story=925344796&t=podcast&e=925344796&ft=nprml&f=925344796","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When you think about meditation, what comes to mind?\u003c/p>\n\u003cp>Perhaps it evokes gentle music, the soft light of candles or a cool, tranquil space. Maybe you're thinking about the last five minutes of your yoga practice or the first five minutes of your morning. Or, maybe, meditation doesn't do much for you at all.\u003c/p>\n\u003cp>But have you ever considered meditation as a means for social change? Or mindfulness as a path toward real action?\u003c/p>\n\u003cp>When the outside world feels upside-down — like it so often does these days — it might seem counterintuitive to look inside yourself for change. But that's exactly what \u003ca href=\"https://www.sharonsalzberg.com/\">Sharon Salzberg\u003c/a>, a bestselling author and world-renowned meditation teacher, says is the answer.\u003c/p>\n\u003cfigure id=\"attachment_56851\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-56851\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/5dv3eh-i_400x400_vert-d626a7aac5f76dcf92dfbf97665604e2a963fba6-e1603347943297.jpg\" alt=\"\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Author and meditation teacher Sharon Salzberg. \u003ccite>(Twitter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Salzberg's new book, \u003ca href=\"https://www.sharonsalzberg.com/realchange/\">\u003cem>Real Change: Mindfulness to Heal Ourselves and the World\u003c/em>\u003c/a>, argues that doing work within ourselves can create ripples of real change in the outer world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"One of the strangest things I discovered about meditation practice is that while it looks like maybe the most solitary activity imaginable ... what it actually produces is a profound sense of connection, not only to yourself but to others,\" says Salzberg.\u003c/p>\n\u003cp>Salzberg wrote her new book for the many meditators she knows who are looking to bring their compassion alive into the world and for the many activists she knows on the front lines in need of relief. Wherever you are in your journey, she says, taking the time to be present with yourself and your emotions can be healing and gratifying. And that awareness can lead to connections — connections that lead to real change.\u003c/p>\n\u003cp>So, you might be asking, where do you start?\u003c/p>\n\u003cp>Mindfulness is a time to be with ourselves and our emotions \"without the intense overlay of projection or comparison or judgment ... so that we get a cleaner, clearer view of what our experience actually is,\" Salzberg says. Mindfulness can be practiced in a lot of ways, and meditation, she says, is a direct shot at it.\u003c/p>\n\u003cp>She suggests taking 10 or 15 minutes out of your day to practice mindful meditation.\u003c/p>\n\u003cp>From this space of clarity, says Salzberg, we can get a better sense of ourselves, our place in the world and our relationships to other people. We can \"reorient our priorities, and our worldview changes.\"\u003c/p>\n\u003cp>Sitting with your emotions in this way allows you to look at your experience with more objectivity. Take anger, for example.\u003c/p>\n\u003cp>\"If you just watch — not judging and not being lost in it — you see anger is a very complex emotion. It almost always has sadness in it, fear in it, maybe grief in it, maybe guilt in it, and ... you see a kind of kernel of helplessness in it,\" says Salzberg. \"And if we can get there to where we really observe the helplessness, then that's the moment we will resolve on an action, and that's the beginning of channeling the energy.\"\u003c/p>\n\u003cp>That energy won't go far without recognizing your agency, Salzberg says.\u003c/p>\n\u003cp>\"I've seen over so many years of teaching that even as we develop a lot more kindness and compassion, there's often a feeling like, 'I could never do enough, whatever I have to contribute is so meager, it's little and nothing, and so I won't do anything.' \" Agency requires that we continue to take action despite that uncertainty or insecurity.\u003c/p>\n\u003cp>\"It means finding the one thing that you can make real to begin with, just making a call or getting someone's phone number,\" says Salzberg. \"It's like we're rebuilding at the same time everything is falling apart.\"\u003c/p>\n\u003cp>It's these small individual acts, says Salzburg, that can together bring about big societal change.\u003c/p>\n\u003cp>\"We share this life. We share this planet. We need to be responsive to one another as though what we do affects others and what others do will affect us, because that's the truth of things.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Andee Tagle.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823 with a greeting, your name, your phone number and a random life tip. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. It might appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Look+Inward+To+Make+External+Change%3A+Advice+From+A+Meditation+Teacher&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher","authors":["byline_mindshift_56849"],"categories":["mindshift_21280"],"tags":["mindshift_842","mindshift_20865","mindshift_841","mindshift_943"],"featImg":"mindshift_56850","label":"mindshift"},"mindshift_55444":{"type":"posts","id":"mindshift_55444","meta":{"index":"posts_1591205157","site":"mindshift","id":"55444","score":null,"sort":[1583394829000]},"guestAuthors":[],"slug":"what-students-gain-by-teaching-their-peers-how-to-meditate","title":"What Students Gain By Teaching Their Peers How to Meditate","publishDate":1583394829,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/03/it-makes-me-feel-like-a-better-person-newark-students-learn-how-to-teach-meditation-to-their-peers/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After his brother was shot and killed in alleged gang violence three years ago, Tyrell Williams had trouble controlling his temper — until he tried meditating. Now, he wants to teach his peers how to meditate, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>Weequahic High School junior and nine other students, including one from East Side and another from LEAD Charter School, are training to become “meditation mentors.” They’re halfway through an eight-week intensive program at school that teaches them how to facilitate meditation groups.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Newark students are so motivated that they come to school one hour early every day to practice meditating, regulating their breathing, and calming their mind. They also meet for several hours on Saturday to deeply self-reflect, do yoga, and learn games and exercises to facilitate meditation groups for people of all ages.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55447\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55447\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024.jpg\" alt=\"\" width=\"250\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024.jpg 680w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024-160x241.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tyrell Williams said meditating has improved his mental health following his brother’s death. \u003ccite>(Devna Bose/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Kohl, who facilitates meditation sessions and started yoga classes at the school a year ago, said the students practice mindfulness, a non-religious meditative practice that has become a popular aid to treating health problems, including chronic pain, and to dealing with life’s pressures. Increasingly, schools also are teaching mindfulness to help stressed-out students.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Meditation is the practice of observing what’s going on, without reacting to it. It’s the practice of observing thought pattern and sensation, and the process of observing your environment, externally and internally,” she said. “You sit in stillness, and the brain starts to quiet, and at the same time, you’re observing what’s happening around you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kohl has students practice mindfulness activities. One day, for instance, she had them pick a positive word and create a necklace or bracelet with the word spelled out with colorful lettered beads, focusing on that word the entire time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re doing something quiet and peaceful, and it helps them feel safe and supported, which affects the brain,” Kohl said. She said that’s especially impactful on teenagers, whose brains are still developing. “Because of that, meditation is setting them up for success.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music video director and producer Director X’s TEDx Talk, which advocates for \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=JD-OeQOgezE\">\u003cspan style=\"font-weight: 400\">meditation to prevent violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inspired the meditation program at Weequahic High.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://aces-report.burkefoundation.org/wp-content/uploads/2019-NJ-ACEs-Opportunities-Report.pdf\">\u003cspan style=\"font-weight: 400\">Almost half of New Jersey’s children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have experienced trauma, which can negatively affect classroom performance, behavior, and health, and can increase the likelihood of ending up in jails. Childhood trauma \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity\">\u003cspan style=\"font-weight: 400\">has been found to affect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> black and Hispanic students disproportionately, and about 90% of Newark students are black or Hispanic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Roger León backs the meditation and yoga classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Can you imagine how many kids are not learning simply because they’re not in the right mental state?” he said at the initiative’s launch last Thursday. “This work we’re launching today, is going to make an incredible impact, not only in our school system, but in the homes of these young people and the lives of their friends.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55448\" class=\"wp-caption alignnone\" style=\"max-width: 650px\">\u003cimg class=\"size-full wp-image-55448\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432.jpg\" alt=\"\" width=\"650\" height=\"432\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432.jpg 650w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432-160x106.jpg 160w\" sizes=\"(max-width: 650px) 100vw, 650px\">\u003cfigcaption class=\"wp-caption-text\">Director X attended the initiative’s launch on February 27 at Ironside Newark. The program is inspired by his TEDxTalk, “Message to the Man Who Shot Me.” \u003ccite>(Devna Bose/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district won \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2019/11/07/mental-health-grants/\">\u003cspan style=\"font-weight: 400\">$6.5 million in grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year for student mental health, and schools are offering \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/02/04/inside-newarks-efforts-to-manage-student-trauma/\">\u003cspan style=\"font-weight: 400\">more support to students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, like counseling services and “grief baskets” of items to help students coping with loss. District officials, including León, have spoken out about prioritizing student mental health needs and care for students who have experienced trauma, and student mental health is a recurring topic at school board meetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas Owens, executive director of MENTOR Newark, which is partnering with local organizations Lotus Yoga and the Hanini Group to provide the classes, said he thinks the district’s recent focus on student mental health is a “large part” of why they joined the initiative. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/in/2016/04/06/schools-combine-meditation-and-brain-science-to-help-combat-discipline-problems/\">\u003cspan style=\"font-weight: 400\">across the county\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have adopted meditation, which \u003c/span>\u003ca href=\"https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence\">\u003cspan style=\"font-weight: 400\">research suggests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps practitioners deal with trauma and lessen anxiety — though mindfulness practices in schools are largely experimental. In \u003c/span>\u003ca href=\"https://www.chicagotribune.com/news/breaking/ct-chicago-high-school-quiet-time-meditation-david-lynch-bogan-20190725-72so6zr2gvganb2c54k4eq24zm-story.html\">\u003cspan style=\"font-weight: 400\">Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a meditation program aimed at addressing trauma in youths who live in poverty and among violence has led to fewer arguments in school but has made some students feel uncomfortable. Students in \u003c/span>\u003ca href=\"https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence\">\u003cspan style=\"font-weight: 400\">Washington, D.C.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, love their weekly meditation sessions, and in nearby \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/ny/2018/07/16/meditation-and-mindfulness-how-a-harlem-principal-solves-conflict-in-her-community/\">\u003cspan style=\"font-weight: 400\">New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one principal told Chalkbeat that incorporating meditation during the school day increased academic performance at her school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the meditation mentors at Weequahic, which offers yoga as part of physical education and an alternative disciplinary measure, were skeptical of participating in the program at first. Williams was suspended a few months ago for recording a fight between two students. When he came back to school, he was sent to practice yoga. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first day, I didn’t really want to do it because I thought it was corny,” he said. “Then, I started to really like it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few weeks, Kohl encouraged Williams to also join the mentorship program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve enjoyed it a lot more than I expected,” he said. “It’s helped my temper. I used to get mad fast, but not now.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four years ago, Weequahic had a \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2018/10/16/in-newark-reporting-lapses-hide-thousands-of-student-suspensions-from-public-view/\">\u003cspan style=\"font-weight: 400\">high suspension rate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but Principal Andre Hollis said in a 2018 Chalkbeat interview that he’s tried to steer the school toward “restorative practices,” which are designed to help students reflect on their actions and make better choices, rather than sending them out of school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">León said last week that attendance and discipline have improved at Weequahic, which he partially attributes to a focus on student mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We can only come to a couple of conclusions,” he said. “On the list of things we can say are responsible for it, I have to add meditation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the intensive 8-week portion, students will spend three months completing a practicum before they graduate. Then, Kohl hopes the student mentors will teach meditation classes throughout Newark. The mentors plan to work with elementary-age Newark children this summer, and Kohl is hopeful the students will be hired — by the district, city, or other local organizations — to facilitate meditation and mindfulness sessions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams is already spreading the word and the practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve started teaching my two friends who got suspended how to meditate,” he said. “It’s helped them a lot. It makes me feel like a better person, teaching other people.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=<?php%20echo%20preg_replace('#%5Ehttps?://#',%20'',%20get_permalink(%24post->ID));%20?>\" alt=\"\">\u003c/p>\n\n","blocks":[],"excerpt":"Learning meditation from peers helped students encourage one another and become more centered. ","status":"publish","parent":0,"modified":1583394829,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1159},"headData":{"title":"What Students Gain By Teaching Their Peers How to Meditate | KQED","description":"Learning meditation from peers helped students encourage one another and become more centered. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Students Gain By Teaching Their Peers How to Meditate","datePublished":"2020-03-05T07:53:49.000Z","dateModified":"2020-03-05T07:53:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55444 https://ww2.kqed.org/mindshift/?p=55444","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/04/what-students-gain-by-teaching-their-peers-how-to-meditate/","disqusTitle":"What Students Gain By Teaching Their Peers How to Meditate","nprByline":"\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/03/it-makes-me-feel-like-a-better-person-newark-students-learn-how-to-teach-meditation-to-their-peers/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Devna Bose , Chalkbeat\u003c/a>","path":"/mindshift/55444/what-students-gain-by-teaching-their-peers-how-to-meditate","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/03/it-makes-me-feel-like-a-better-person-newark-students-learn-how-to-teach-meditation-to-their-peers/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After his brother was shot and killed in alleged gang violence three years ago, Tyrell Williams had trouble controlling his temper — until he tried meditating. Now, he wants to teach his peers how to meditate, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>Weequahic High School junior and nine other students, including one from East Side and another from LEAD Charter School, are training to become “meditation mentors.” They’re halfway through an eight-week intensive program at school that teaches them how to facilitate meditation groups.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Newark students are so motivated that they come to school one hour early every day to practice meditating, regulating their breathing, and calming their mind. They also meet for several hours on Saturday to deeply self-reflect, do yoga, and learn games and exercises to facilitate meditation groups for people of all ages.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55447\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55447\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024.jpg\" alt=\"\" width=\"250\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024.jpg 680w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024-160x241.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tyrell Williams said meditating has improved his mental health following his brother’s death. \u003ccite>(Devna Bose/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Kohl, who facilitates meditation sessions and started yoga classes at the school a year ago, said the students practice mindfulness, a non-religious meditative practice that has become a popular aid to treating health problems, including chronic pain, and to dealing with life’s pressures. Increasingly, schools also are teaching mindfulness to help stressed-out students.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Meditation is the practice of observing what’s going on, without reacting to it. It’s the practice of observing thought pattern and sensation, and the process of observing your environment, externally and internally,” she said. “You sit in stillness, and the brain starts to quiet, and at the same time, you’re observing what’s happening around you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kohl has students practice mindfulness activities. One day, for instance, she had them pick a positive word and create a necklace or bracelet with the word spelled out with colorful lettered beads, focusing on that word the entire time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re doing something quiet and peaceful, and it helps them feel safe and supported, which affects the brain,” Kohl said. She said that’s especially impactful on teenagers, whose brains are still developing. “Because of that, meditation is setting them up for success.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music video director and producer Director X’s TEDx Talk, which advocates for \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=JD-OeQOgezE\">\u003cspan style=\"font-weight: 400\">meditation to prevent violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inspired the meditation program at Weequahic High.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://aces-report.burkefoundation.org/wp-content/uploads/2019-NJ-ACEs-Opportunities-Report.pdf\">\u003cspan style=\"font-weight: 400\">Almost half of New Jersey’s children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have experienced trauma, which can negatively affect classroom performance, behavior, and health, and can increase the likelihood of ending up in jails. Childhood trauma \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity\">\u003cspan style=\"font-weight: 400\">has been found to affect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> black and Hispanic students disproportionately, and about 90% of Newark students are black or Hispanic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Roger León backs the meditation and yoga classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Can you imagine how many kids are not learning simply because they’re not in the right mental state?” he said at the initiative’s launch last Thursday. “This work we’re launching today, is going to make an incredible impact, not only in our school system, but in the homes of these young people and the lives of their friends.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55448\" class=\"wp-caption alignnone\" style=\"max-width: 650px\">\u003cimg class=\"size-full wp-image-55448\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432.jpg\" alt=\"\" width=\"650\" height=\"432\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432.jpg 650w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432-160x106.jpg 160w\" sizes=\"(max-width: 650px) 100vw, 650px\">\u003cfigcaption class=\"wp-caption-text\">Director X attended the initiative’s launch on February 27 at Ironside Newark. The program is inspired by his TEDxTalk, “Message to the Man Who Shot Me.” \u003ccite>(Devna Bose/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district won \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2019/11/07/mental-health-grants/\">\u003cspan style=\"font-weight: 400\">$6.5 million in grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year for student mental health, and schools are offering \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/02/04/inside-newarks-efforts-to-manage-student-trauma/\">\u003cspan style=\"font-weight: 400\">more support to students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, like counseling services and “grief baskets” of items to help students coping with loss. District officials, including León, have spoken out about prioritizing student mental health needs and care for students who have experienced trauma, and student mental health is a recurring topic at school board meetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas Owens, executive director of MENTOR Newark, which is partnering with local organizations Lotus Yoga and the Hanini Group to provide the classes, said he thinks the district’s recent focus on student mental health is a “large part” of why they joined the initiative. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/in/2016/04/06/schools-combine-meditation-and-brain-science-to-help-combat-discipline-problems/\">\u003cspan style=\"font-weight: 400\">across the county\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have adopted meditation, which \u003c/span>\u003ca href=\"https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence\">\u003cspan style=\"font-weight: 400\">research suggests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps practitioners deal with trauma and lessen anxiety — though mindfulness practices in schools are largely experimental. In \u003c/span>\u003ca href=\"https://www.chicagotribune.com/news/breaking/ct-chicago-high-school-quiet-time-meditation-david-lynch-bogan-20190725-72so6zr2gvganb2c54k4eq24zm-story.html\">\u003cspan style=\"font-weight: 400\">Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a meditation program aimed at addressing trauma in youths who live in poverty and among violence has led to fewer arguments in school but has made some students feel uncomfortable. Students in \u003c/span>\u003ca href=\"https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence\">\u003cspan style=\"font-weight: 400\">Washington, D.C.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, love their weekly meditation sessions, and in nearby \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/ny/2018/07/16/meditation-and-mindfulness-how-a-harlem-principal-solves-conflict-in-her-community/\">\u003cspan style=\"font-weight: 400\">New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one principal told Chalkbeat that incorporating meditation during the school day increased academic performance at her school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the meditation mentors at Weequahic, which offers yoga as part of physical education and an alternative disciplinary measure, were skeptical of participating in the program at first. Williams was suspended a few months ago for recording a fight between two students. When he came back to school, he was sent to practice yoga. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first day, I didn’t really want to do it because I thought it was corny,” he said. “Then, I started to really like it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few weeks, Kohl encouraged Williams to also join the mentorship program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve enjoyed it a lot more than I expected,” he said. “It’s helped my temper. I used to get mad fast, but not now.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four years ago, Weequahic had a \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2018/10/16/in-newark-reporting-lapses-hide-thousands-of-student-suspensions-from-public-view/\">\u003cspan style=\"font-weight: 400\">high suspension rate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but Principal Andre Hollis said in a 2018 Chalkbeat interview that he’s tried to steer the school toward “restorative practices,” which are designed to help students reflect on their actions and make better choices, rather than sending them out of school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">León said last week that attendance and discipline have improved at Weequahic, which he partially attributes to a focus on student mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We can only come to a couple of conclusions,” he said. “On the list of things we can say are responsible for it, I have to add meditation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the intensive 8-week portion, students will spend three months completing a practicum before they graduate. Then, Kohl hopes the student mentors will teach meditation classes throughout Newark. The mentors plan to work with elementary-age Newark children this summer, and Kohl is hopeful the students will be hired — by the district, city, or other local organizations — to facilitate meditation and mindfulness sessions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams is already spreading the word and the practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve started teaching my two friends who got suspended how to meditate,” he said. “It’s helped them a lot. It makes me feel like a better person, teaching other people.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=<?php%20echo%20preg_replace('#%5Ehttps?://#',%20'',%20get_permalink(%24post->ID));%20?>\" alt=\"\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55444/what-students-gain-by-teaching-their-peers-how-to-meditate","authors":["byline_mindshift_55444"],"categories":["mindshift_21280"],"tags":["mindshift_20784","mindshift_1040","mindshift_842","mindshift_20865","mindshift_841","mindshift_21252","mindshift_21105"],"featImg":"mindshift_55445","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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