Since MiSP was formed in 2007, a number of studies have been conducted on the effects of its programmes on pupils and teachers. Most of these studies are small and do not have long term follow-ups, but they indicate that the programmes are acceptable and that they have potential to improve psychological wellbeing and attention. Studies have measured changes using self-reported scores on questionnaires, computer-based attention tests, and neurological tests, and have compared the results to “control groups” who complete the tests at the same times but do not taken part in the courses. Some indicate that regular practice may be related to benefits, although this relies on self-report.
Published Papers on Mindfulness
Published papers on mindfulness for young people generally
Published papers on mindfulness for school staff
Published Papers on Implementing Mindfulness in Schools
The Paws .b Curriculum
The .b Curriculum
The .b Foundations curriculum
MiSP uses an online tool to measure the impact of .b and Paws b for pupils and staff in the classroom. Since then 113 teachers and 2486 pupils have given their feedback on the impact these curricula have had in their lives.
Teachers and pupils in schools nationwide are completing online questionnaires within one month of the last lesson of the course. They report on how much they enjoyed the course and how useful they had found it as well as indicating specific areas of impact such as coping with difficulty, concentration, exams, sleep and noticing more of the ‘good stuff’ in life.
The service was set up so that MiSP could provide members of our Teachers network with a Class Impact Presentation, a useful individual class summary for senior leadership teams, parents, pupils and the teachers themselves. We have now begun to collate the data across all schools and are happy to be able to share some of the wonderful feedback that we have received.
As more data comes in every day the summary of impact that follows will be regularly updated.
We hope the case studies from schools who have generously shared their experiences of mindfulness from both a personal and professional perspective will be of huge benefit to those just starting out on their mindfulness journeys or looking for inspiration in trying to introduce or embed mindful in their schools.
UNIVERSITY CASE STUDY: Technological University Dublin
SEN CASE STUDY: Lever Park Special School, Bolton
SEN CASE STUDY: CAMHS, Stoke-on-Trent
PRIMARY CASE STUDY: The King’s School, Devon
SENIOR CASE STUDY: UKAT, Kent
PRIMARY CASE STUDY: Solihull Junior School, West Midlands
SENIOR CASE STUDY: The Gryphon School, Dorset
PRIMARY CASE STUDY: English Martyrs Primary School, Liverpool
Building the Case for Mindfulness in the Workplace – The Mindfulness Initiative
This publication is primarily intended as a resource for those developing a business case for mindfulness training within their own organisation. It provides an updated summary of the research evidence, narrative rationales addressing different organisational needs, case studies and a range of toolkits to help with programme planning, implementation and evaluation.
Mindful Nation UK – Mindfulness All-Party Parliamentary Group (MAPPG)
This report is the culmination of over a year of research and inquiry including eight hearings in Parliament when members of the Mindfulness All-Party Parliamentary Group were able to hear first-hand and question some of those who have experienced the transformational impacts of mindfulness.
The link between pupil health and wellbeing and attainment – Public Health England
This briefing offers head teachers, governors and school staff a summary of the key evidence that highlights the link between health and wellbeing and educational attainment. It underlines the value for schools of promoting health and wellbeing as an integral part of a school effectiveness strategy, and highlights the important contribution of a whole-school approach
Forward by Jon Kabat-Zinn from The Way of Mindful Education by Daniel Rechtschaffen
In December of 2013, Chris Ruane, a Member of Parliament in the United Kingdom, and for many years a classroom teacher in Wales, gave a powerful and compelling speech in Parliament addressed directly to the Minister of Education sitting before him in the chamber. The speech, which he entitled Mindfulness in Education, aimed to make the case for why the efforts in the UK to bring mindfulness into primary and secondary education is so important, and why all classroom teachers should be offered the opportunity to receive quality training in mindfulness. He singled out a number of programs as exemplars, including what is called the “.b” program, a curriculum developed by Mindfulness in Schools, the work of two secondary school teachers, Chris Cullen and Richard Burnett. They have developed imaginative and highly popular approaches for teaching mindfulness in elementary and secondary schools in the UK. Their group has a research program linked to the Oxford University Centre for Mindfulness. It is one of a number of inspiring mindfulness programs that Daniel Rechtschaffen describes. There are many others, both at home and abroad.If you are a teacher, or an educator, or involved in school administration and curriculum development, the book you hold in your hands has the potential to transform your life, the lives of your students, and the life of the school itself, as well as education in America. I welcome its timely publication. May it be a useful and valuable resource for all teachers who wish to optimize both inner and outer learning and to nurture the unique potential and beauty of each of their students.
Staff and children share their experience of mindfulness and .b
Normally I get anxious … and then it gets bigger." A child’s views on mindfulness.
Richard Burnett, co-founder of .b, guides us through a short mindfulness meditation.
Emily, a teenage survivor of the Manchester bombing, talks about how mindfulness helps her.
Amy Footman, Head of School, Stanley Grove Primary Academy, and Paws b teacher trainer on BBC Breakfast.