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What is Mindfulness? Well… What Do Others Think It Is?
Our idea for this blog series was to respond to questions coming from our online communities; and no question has been asked more often than to clarify the Self-Reg view of mindfulness. Understandably, as there is a fair bit of confusion out there as to what exactly “mindfulness” is. The term derives from the ancient Buddhist practice of attending fully to one’s “stream of consciousness”. But “mindfulness” is used in so many different ways that this would no doubt be an excellent topic for Jeremy Burman to examine, applying the techniques that he used to analyze the different uses of the term “self-regulation” (see Burman, Green, & Shanker, ‘The Six Meanings of Self-Regulation’, Child Development, 2015). I suspect there might be even more uses of “mindfulness”.
Perhaps the most common use is that one seeks to quiet a mind that is teeming with thoughts and worries: to gently rest and restore an over-worked brain and body. Back in the 1960s, the so-called Father of modern Sleep Research, Nathaniel Kleitman, discovered that the brain operates on a circadian basic rest-activity cycle (BRAC), in which we move from higher to lower alertness every 90 minutes. That is, we go through this cycle as much when we are awake as when we are asleep (i.e., the REM sleep-cycle). The brain sends signals of when we are entering this less reactive state during the awake-phase: e.g., we become restless, drowsy, or lose focus. But in our modern fast-paced world we tend to either ignore or override these signals (e.g., with adrenaline, caffeine, sugar, or our smartphones), propelling us towards a chronic low-energy/high-tension state. So the goal of a mindfulness practice like yoga is not only to build in the much-needed restorative breaks, but to become more aware of and heedful of these signals.
In a common psychotherapeutic use of the term, one endeavours to pay close attention to what is going on inside you, physically as well as emotionally, when you think or feel something unpleasant: to notice, for example, the lump in your throat and the feeling of heaviness when you’re sad, or the tingling in your arms and legs and the tightness in your chest when you’re angry. One starts by becoming aware of things that you would have noticed as an infant but now scarcely register: e.g., the feeling of the chair you’re sitting on or the ground beneath your feet; the taste, texture, smell of what you’re eating; the scenery around you, the sound of the birds. Next one might try to endure unpleasant physical sensations. Suppose, for example, you are doing a meditation exercise and find the lotus position uncomfortable: here you might be encouraged to focus on the discomfort in your legs and hips and resist the temptation to stretch out your legs for as long as you possibly can (or perhaps impose this on yourself so as not to be the first who moves, or because you don’t want to disturb the others). Over time you’ll be able to sit for longer and longer periods without changing your position.
The ultimate goal here is to be able to view troubling thoughts or feelings dispassionately: to become a detached observer, as it were, of your own turbulent inner world. Rather than developing techniques to suppress or flee from unpleasant thoughts and emotions, you pay close attention to them with the hope that, over time, you’ll be able to tolerate things that you have hitherto tried to repress or avoid, just as you learned to resist scratching the itch that was driving you mad.
This kind of focused concentration has been shown to promote a state of calmness and what is most remarkable, enduring positive changes in brain function (see Richard Davidson and Sharon Begley, The Emotional Life of Your Brain, 2012). The reason why this Buddhist-inspired practice has now become such a widespread clinical tool is simply because it can be so effective. Yet many children find it very difficult to engage in any kind of meditation: and not just children. For many find the act of concentrating on their breath or their emotions, let alone trying to resist stretching their legs, not just aversive, but, in fact, a significant stressor in its own right. Far from experiencing the state of calmness that is supposed to result from mindfulness, they become even more agitated.
Mindlessness
But then, as Ellen Langer remarks in the Foreword to the new edition of her classic 1989 book Mindfulness, meditation is a tool for achieving mindfulness, and most certainly not the only one. There are endless ways to develop mindfulness: playing a musical instrument, birdwatching, learning a new language, cooking, photography, painting, seeing something as play rather than work, which is especially true when it comes to enrolling in the Foundations Courses in Self-Reg.
What is significant about Langer’s approach is that she begins by focusing on “mindlessness,” arguing that it is only once this is understood that we can then proceed to understand “mindfulness.” That is, she is interested in both how and why there are so many things that we simply don’t notice: either because of our mindset; because of biases, assumptions, and expectations; the natural result of the way that categories become entrenched or actions automatized; or simply due to mental laziness. For Langer, “mindfulness” is then defined in terms of becoming aware of and removing the cognitive blinders that we all wear, rather than learning how to relax or how to cope with intrusive thoughts or upsetting emotions.
Self-Reg & Mindfulness
Nowhere could this view of mindfulness be more applicable than in the case of Self-Reg; for the assumption that children who cannot control their emotions, thoughts or behaviour are somehow weak or lazy is a classic case of “mindlessness” in exactly the way that Langer describes. Not only does this quite ancient outlook colour our view of the child’s “character,” but it blinds us to the reasons why the child is acting in such a way, and indeed, to the effect of our own actions on that child. We respond automatically to what we see as “misbehaviour” with the unthinking presumption that such a child must be forced to make a greater effort, and, if he doesn’t, that he will have no one but himself to blame for the consequences he must suffer.
Seen from this perspective, Self-Reg doesn’t just incorporate mindfulness: it is mindfulness, but with a much narrower focus than what one typically encounters. For we are not looking to promote awareness per se but rather, are strictly concerned with self-regulation. We begin by reframing behavior, which not only involves a different mindset, but inextricably bound up with this, understanding things about the child – or yourself – that you hadn’t really grasped. Seeing the difference between misbehaviour and stress-behaviour; recognizing the significance of signs that you never saw before and, because of your “cognitive blinders,” were irritated or exasperated by what you viewed as a wilful failure to exercise self-control.
You begin to notice things that you never noticed and, still more important, begin to search for things that you had never considered: sensory sensitivities that might render something a stressor for one child but not another; elements of your classroom that might be overloading for some of the children; hidden stressors, which are every bit as concerned with what children (or you!) are not doing as what they are; subtle signs of a slow build-up of tension that results in what is automatically seen as an “explosive” behaviour; the effect of your voice, facial expressions, and gestures as well as your words on a child who is in fight-or-flight. And maybe hardest of all, we need to help the child learn – and maybe we ourselves need to relearn – what it feels like to be calm, and to notice when one is dipping into a low energy/high tension state.
The more we master these first four steps of Self-Reg, the better we can explore which tool works best at the fifth: whether it is meditation or listening to classical music or baking bread or riding a stationary bike or joining a theatre group or singing in a choir or … whatever. But I should say WHEN; for the fact is that what we or a child find calming is highly individual and may change from day to day, even moment-to-moment. Which brings us to why we put so much emphasis on the idea that Self-Reg is a process rather than a program. Far too often, a fixed program ends up promoting mindlessness: we follow a set routine and, if this isn’t working, try harder to make it work! We become slaves to the routine and blind to the anxiety that this is creating, or, what is worse: attribute our anxiety to a problem in the child!
We certainly see an explosion of mindlessness in children and teens: a generation that is so used to running at 5,000 RPM that they seek out stimuli to keep them there and shun any activity intended to slow them down. But maybe even more worrying is how we are seeing a generation of children and teens with little awareness of other minds. And the Self-Reg view of mindfulness sees these disturbing trends, not just as interconnected, but indeed, as two sides of the same coin. But that is a topic for another post.
Read Part 2 Here
Dr. Stuart Shanker is the Founder and CEO of The MEHRIT Centre. You can read all the posts in his “Self-Reg View of” series here.
I think mindfulness is a very important part of self reg. It is important to be able to reflect on what we are going through, looking past the tough and reframing. What might work to calm you or your student might not work the next day. For me I know when I am wound up, listening to music helps me. Sometimes I need loud, fast paced music and sometimes I need uplifting music that makes realize that everyone one has off days and it is ok and look beyond.
Mirjam, I really like your point around what might work on different days or at different times. I wonder if this also goes along with the “self” part of Self-Reg. What do you think?
Aviva
I think practicing mindfulness really helps me focus on my present state, and gives me a sense of calm.
Thanks Candice! What does this mindfulness look like for you?
Aviva
I believe that Mindfulness is very important part of Self-Reg. We must be able to reflect on what we are going through, looking past the tough and be able to reframe. We must be able to rest and restore an over-worked brain and body. What might work for you one day to calm yourself or a student may not work for you the next day. For me I like to go for a long walk with my dog, and then go home and crochet for awhile or sometimes I just need to go on my exercise bike, this makes me realize that everyone has good days and bad days and this is ok.
Thanks for your comment! You are also making me think about the “self” component of Self-Reg. How do we help kids find the different ways that work for them? I’d love to hear your thoughts.
Aviva
I agree that “Sel-Reg is mindfulness”. We are learning to detect stressors, to be aware of the subtile things that may trigger an unbalanced state of our(or our student’s) body and mind. And we are not trying to avoid or remove it, instead we will listen to our inner voice and find ways (use strategies) to regulate and restore energy.
Thanks Susie! What are some of the strategies you use?
Aviva
I like how it was mentioned in the article how “awareness” is an important part of mindfulness. Before learning how to relax and cope with stress, we become stress detectives first and find out the cause of these troubling thoughts and feelings.
Thanks for your comment, Quennie! How do you act as this stress detective? I would love to hear more.
Aviva
I related to this article ,it is so true awareness is key part of Mindfulness and being stress detectives. Using this for myself as well as the students I work with helps with co-regulation and understanding.
Thanks for your reply, Suzanne! I would love to hear more about how you use this in order to be a stress detective. What’s the impact you notice for yourself and for your kids?
Aviva
How mindfulness can be applied practically to self-regulation helps me understand behavior and stress, especially in children. This article reminds me that the distinction between mindfulness as a process versus a rigid program is especially important—it underscores the need for flexibility and personalization in addressing stress, particularly with children
Thanks for your comment, Clara! Based on what you shared here, what might mindfulness look like for you now? I would love to hear more.
Aviva
Mindfulness is being able to view troubling thoughts and feelings in an impartial manner. Recognize the stress behaviour in yourself and in others then become aware of how your body and mind feels and responds to stress. Reduce the stressors. This practice will allow you to detect stress earlier by reflecting and enhancing stress awareness. With the hope that you will be able to gain a tolerance for things that were hard in the past. Make time for restoring everyone’s energy by identifying things that bring us a sense of calm.
Thanks for your comment, Heather! Can you think of a situation where you’ve worked through this process that you might be willing to share? Sometimes I wonder if hearing a specific example can help others. Thanks for considering this.
Aviva
Self Reg & Mindfulness.
From this perspective, Self Reg does not just incorporate mindfulness, we have to begin to search for things that i have never considered: SENSORY SENSITIVES..
Something can stress one child, but not another, Any thing can affect the behavior, for example the voice, facial expressions and gestures.
We need to help the children learn what it feels like to be calm, and to notice when one is entering into a tension state, and what they can do.
Thanks for your comment! I would love to hear more about how we might help children to learn what it feels like to be calm. Do you have any examples to share?
Aviva
I have been incorporating mindfulness in my work as an EA. I would put on at least a five (5) minute meditation on YouTube before going to work: closing my eyes and doing a few minutes of mindful breathing during breaks and specially during the most stressful time of the day. These practices help me stay focused and calm my nerves during the stressful moments. So, mindfulness at work is definitely important as this blog implies.
Thanks for sharing about your experience, Maria! I wonder about those that might not respond the same way to these kinds of experiences. Do you know of anybody like this? If so, what might be some other options for them?
Aviva
Mindfulness is being able to see a student with no judgement and noticing their physical cues being able to help restore before the peak is reached. Reading this blog made me reflect on my personal mindfulness and realized I need to restore more often rather than push thru and miss things later in the day.
Thanks for sharing, Ginette! How might you choose to restore during the day? I would love to hear more.
Aviva
I love that a goal of mindfulness is to view troubling thoughts dispassionately! It seems like therapy! To have peace with something that stirs you up. To become an observer! That would be remarkable for me. =) This is a life long commitment and an ongoing process. Which is what Self-Reg is. The possibility of being able to tolerate a stress that I used to avoid or repress sounds so freeing. Sounds so beautiful. I also did not know that cooking, bird watching, playing an instrument, “seeing something as play rather than work” are forms of mindfulness!! I need to read Ellen Langer’s classic 1989 book Mindfulness!
Sel Reg is a life long process and not a fixed plan. It’s constantly changing. It’s seeing stressors and being a detective. It is reframing and looking at the why and why now of the individual child. I understand how mindfulness is part of this process. Being an observer/detective in the moment for when we/our students are regulated and dysregulated. Mindfulness is such a big part of restoring one to calm/being regulated. Mindfulness helps one understand their troubling thoughts as well as their calming thoughts. Viewing and seeing the states that we are in are necessary and part of the process. Avoiding/putting blinders on and coping are not efficient ways to regulate for students and adults! It creates burn out and puts adults/children in problem states where there is no chance to return to calm.
Crystal, I love your thoughts here around Self-Reg. Keeping these ideas in mind, how might this impact on how we teach and support kids with Self-Reg? I would love to hear your thoughts.
Aviva
I really love how Stuart highlights how mindfullnes isnt just about quiet or stillness, but also about helping students recognize and manage their stress. I appreciate how this perspective shifts the focus from controlling behaviour to understanding the causes behind it. It encourages me as an EA to use mindfullness as a tool for co-regulation, supporting students in becoming more aware of their internal states so they can learn how to respond calmley and effectively. This approach helps create more compassionate and supportive learning environment.
Thanks for your comment, Bekki! I would love to hear more about how you plan on using mindfulness in this way.
Aviva
I agree mindfulness is a important part of self reg. in our classroom we do mindfulness activities and for a handful of students, it is slightly difficult 10-15 minutes. I agree with the statement that it is difficult for this generation to slow down, with technology and social media where it is compared to my generation of outdoor play and more social interaction. I’m excited to learn more and incorporate it into my daily and work life.
Thanks for your comment, Trudy! For those students that do struggle, is there something else that might work for them? What are your thoughts? I would love to hear more.
Aviva
I agree that mindfulness is a important part of self reg. Knowing how to calm the mind is something important for children to learn. I also agree that children in this generation are running at 5000mph. With technology taking over. Children are not out playing and being one with their surroundings as we were growing up. They do not ;.Stop to smell the Roses.
Thanks for the comment, Trudy! How might we change this for kids? I would love to hear some of your thoughts.
Aviva
Mindfulness in Self reg is about noticing stress without judgement, not just in myself but in the children I support. As a TA, I work with kids who often act out, shut down or struggle to focus. This reading reminds me to ask “What’s the stress behind this behaviour?” instead of seeing it as a misbehavior.
For example, I’ve worked with students who melt down over small tasks like math or group work. In the past, I might’ve just tried to redirect them. Now I pause and consider if they’re in high tension, low energy state, maybe overwhelmed, overstimulated or exhausted. I’ve learned that offering a quiet space, a calm tone or even just validating how they feel can make a huge difference.
This blog also made me reflect on my own regulation. If I come into the classroom feeling tense or scattered, it affects how I show up for the kids. Taking even a few moments to check in with myself helps me respond with more patience and empathy.
Jillian, I love what you shared here. It was great to hear the example regarding students as well as yourself. This is so powerful! How might you help other educators explore the “why” more and see the impact of their own stress on others? I wonder what the impact of this might be on classrooms and schools. I would love to hear your thoughts.
Aviva
Mindfulness feels like a breath of fresh air, like asking why and why now, like finding true calm; a calm that you can return to often or stay in more often. Mindfulness feels like being ‘you’ to your core. The ‘you’ that has mastered the ability to reflect inwards and outwards. The ‘you’ that leaves judgement at the door and creates room for creativity, kindness, and curiosity. Self-reg feels like this to me too. Self-reg and mindfulness are intertwined.
Thanks for your comment, Ally! I loved hearing about what Self-Reg and mindfulness feels like to you. What does this look like in practice? I would love to hear more!
Aviva
I agree that mindfulness is a important part of self reg. Knowing how to calm the mind is something important for children to learn. I also agree that children in this generation are running at 5000mph, with technology taking over.Children are not out playing and being one with their surroundings as we were growing up. They do not: stop to smell the roses.
Thanks for sharing, Trudy! I wonder if there’s a way to support change here. If not, is there something that can be done to support Self-Reg? I would love to hear your thoughts.
Aviva
I completely agree! Kids today are so overstimulated by technology. Teaching mindfulness through Self-Reg helps them slow down, recharge, and really “stop to smell the roses” again.
Thanks Kayla! How do you find kids respond to this? They are so drawn to technology, it can be hard for them to walk away. I would love to hear about your experiences with this.
Aviva
I really connected with this post and how it explains mindfulness in such a practical way. I used to think mindfulness was just meditation or breathing, but this helped me see it’s really about awarenessn of ourselves, our students, and the stress behind behaviour. The part about “mindlessness” really stood out to me as an EA. It reminded me how easy it is to react instead of noticing what a student might be communicating through their actions. I also liked the idea that mindfulness looks different for everyone and that awareness itself can be calming.
Thanks for sharing, Kayla! It’s great to know that this post resonated with you in this way. Based on your new learning around mindfulness, what, if anything, do you see changing in your practice? I would love to hear more.
Aviva
I’ve been practicing mindfulness for a few years now. I really love to read about it and learn new practices. Reading this blog reminded me of a book I have that I need to pull out and read with one of the students I work with. The book is called ‘My Gratitude Jar’ and it’s written by Kristen Wiens. I think we need to teach children about mindfulness, and the best way to do that is through gratitude.
In this blog, it’s mentioned “an explosion of mindlessness in children and teens: a generation that is so used to running at 5,000 RPM that they seek out stimuli to keep them there and shun any activity intended to slow them down.” Wouldn’t it be marvellous if we taught children about gratitude at a young age and then continued to teach them mindfulness/self-reg in school?! Maybe this could help curb the mindlessness we are seeing.
Thanks for your comment, Alice. I need to check out this book. I keep thinking about gratitude and the connection with Self-Reg (maybe in more of the pro-social domain). I wonder how our understanding of Shanker’s Self-Reg might impact on our view of mindfulness. Thoughts?
Aviva
I love to learn that true calm is highly individualized and changes day to day.
The effectiveness of the Fifth Step (choosing a calming tool such as music, baking, or riding a bike) depends entirely on the successful completion of the first four steps (reframing, recognizing stressors, and reducing stress).
Thanks for sharing, Loida! What does this fifth step look like for you? It’s so interesting that Self-Reg is so very individualized and can even change on a regular basis for us.
Aviva
I think this concept of mindfulness is so important when thinking about self-regulation. You need to be able to be aware of what state your body is in, and be aware of what strategies can help you cope, rest, or raise/lower your energy levels when you are in different states. I think mindfulness can be tricky to achieve in today’s society, with constant access to stimulation via smartphones, tv, etc. There seems to be always something that demands our attention, so I think now more than ever, it is important to practice mindfulness strategies, whatever that looks like for each person.
Thanks for sharing, Jen! I wonder what these strategies might look like in the classroom. What have you tried or what might you try? I would love to hear more.
Aviva
I also believe that mindfulness is closely linked to self-regulation and is a prerequisite for successful self-regulation. It sounds very complex, and I would be happy if I could apply even a fraction of what mindfulness encompasses in my interactions with others.
Thanks for your comment, Heike. Where might you see starting with this? I would love to hear more.
Aviva
The article shows how mindfulness supports self regulation through helping individuals to recognize, manage and recover from stress rather than reacting to it without thinking. This made me realize that being aware about our own stressors and compassionate towards ourself is the first step for improving well-being rather than controlling or overthinking about certain things in life.
What great points here, Anjali! I wonder how we might become more aware of our own stressors. What do you think?
Aviva
I liked this article because it helped me understand mindfulness in a different way. It shows that mindfulness is not just about meditation, but about understanding stress and behaviour. I found the idea of “mindlessness” very interesting, especially how we sometimes judge children without thinking. It made me realize the importance of being more aware of our own emotions, while trying to be more patient and empathetic towards others.
Thanks for sharing, Nikita! I would be curious to hear about any changes you foresee making in how you respond to kids after reading this article. Thoughts?
Aviva
This article resonated with me because it made me consider what mindfulness is in relation to self-reg. Too often buzzwords get used, and often mindfulness is something to be achieved when we do yoga, or buy a certain product to bring mindfulness to our lives. Really, when thinking about mindfulness in relation to self-reg, it really becomes part of the strategy in understanding where our body, emotions and thoughts are during a stressful episode, or feeling the after effects of stress. Being mindful of how we are feeling and how we are responding to our own stress and to our student’s stress is what becomes another part of our strategy to be the calm, even when it’s difficult.
Thanks for your comment, Tammy! I like your evolving thinking. How might you share it with others? I wonder if having more conversations about this might even inspire others to have a shift in perspective. Thoughts?
Aviva
Great article to read and it has changed my thinking of mindfulness. It is a part of self reg. and being mindful about our stressors and being aware how you treat others as well as well being to control our overthinking about certain things.
Thanks Baljit! It’s interesting to hear of your changed thinking here. How might you explain your new thinking to others? Would it change anything that you choose to do in the classroom? I would love to hear more.
Aviva
I think this reading showed that mindfulness is not only about meditation. It is also about paying attention to how people feel and understand the reasons behind their behaviour. I also liked how it explained that different calming activities work for different people.
Thanks Sara! I really love your last point here. How might we support these differences more in a classroom? Thoughts?
Aviva
I had heard before about the 90-minute rest intervals that a person should take while studying or working, but I never put them into practice. The problem is that nowadays we ignore biological signals such as lack of focus or drowsiness and try to mask them by drinking coffee. This leads us to a state of low energy and high tension. It is necessary to listen to our bodies, and that is precisely where mindfulness becomes essential.
Thanks for sharing, Magali! What might help with slowing down and putting in place some rest intervals? Thoughts?
Aviva
“The ultimate goal here is to be able to view troubling thoughts or feelings dispassionately: to become a detached observer, as it were, of your own turbulent inner world.” This statement made me pause to really think because to me I’ve always thought mindfulness meant to be in the moment and aware of what was happening in the hopes of being able to focus on strategies needed to resolve any dysregulation that may arise at that instant. However, when I read this it put a whole new spin on it for me. That it doesn’t necessarily mean we have to resolve what is happening, that we can also use the mindfulness as a tool to endure. Which overtime, can foster resilience.
I really like that perspective and will keep this in mind next time I find myself becoming a bit dysregulated. I will be aware of the physiological responses, and allow the feelings that need to be experienced (within reason) in order to move past them.
Thanks for your comment! I would love to hear if this change makes a difference for you. Please keep us posted.
Aviva
The 90- minute windows for rest was mind blowing to me. if we have natural rhythm in our sleep – then of course we would have natural rhythms in our day. I realize that my mentality of sit down and work until it’s done may not be as efficient as I think! Im going to work to schedule in more purposeful breaks and reflect to see how this effects my state
What a great idea, Julie! I think I read your comment at the right time, as I’m working on writing report cards this weekend. Maybe I need to think more about the addition of breaks. Curious to hear the impact that this has on you too.
Aviva
I really enjoyed reading this article and how your critique of behaviour thermometers and traffic light systems made me reflect more deeply on how we teach emotional regulation. For some students, being placed in the “red zone” can create feelings of shame, embarrassment, or increased stress rather than supporting the development of self-regulation skills. I had not previously considered the impact these systems can have on the students we are trying to co-regulate.
I often find that some of the systems we use in schools, although designed with the intention of supporting emotional regulation, can unintentionally contribute to students becoming more dysregulated. Many students can identify which “colour zone” they are in, but they do not always understand what is happening internally or know what strategies they can use to support themselves when they are experiencing strong emotions. As a result, we sometimes see students remaining in the “red zone” and then question why they are presenting with challenging behaviours.
I appreciate the reframing of these systems and the reminder that we need to move beyond simply identifying a behaviour state. Instead, we need to support students in developing a deeper understanding of their emotions: What does this feeling feel like in their body? What does it look like? What might be contributing to this emotional response? Most importantly, we need to provide individualized strategies that help students recognize, communicate, and manage their emotions in meaningful ways.
While reading your article, I was reminded of the work of Dr. Kim Schonert-Reichl and her focus on the importance of relationships and “educating the heart.” She references Aristotle’s quote: “Educating the mind without educating the heart is no education at all.” Kim Schonert Reichl: Why We Need to Educate the Heart
This idea strongly connects with the message in your article that children’s challenging behaviours should be understood through a lens of connection, regulation, and relationships rather than through systems that label, categorize, or control behaviour.
As educators and educational assistants, we have an important role in moving beyond simply managing behaviour. Our responsibility is to understand the student behind the behaviour, build trusting relationships, and support students in developing emotional awareness, resilience, and lifelong regulation skills.
Thanks for your in-depth comment, Leslie! I really like your thinking here. This final sentence really resonated with me: “Our responsibility is to understand the student behind the behaviour, build trusting relationships, and support students in developing emotional awareness, resilience, and lifelong regulation skills.” What might this look like in a classroom? I would love to hear more.
Aviva
This article opened my eyes to circadian basic rest-activity cycle (BRAC), and how we move from higher to lower alertness every 90 minutes in our wake cycle as well. Recognizing this sort of time limit that our brains naturally go through and respecting these limits is something I plan to put into practice not only for myself but for my students as well. Also having the ability to try to recognize and validate this in students that are challenged by lengthly routine. Noticing these signs of burn out before they happen and teaching students to try to recognize these signs of stress and anxiety in themselves and how to incorporate different tools and activities to put in place when these feelings start to surface.
Thanks for sharing, Dawn! I would love to hear more about how you see yourself going about this. I really like your thinking here.
Aviva
Enjoyed this article greatly!
I was first introduced to mindfulness and practicing mindfulness when I was a competitive swimmer. In the years that followed, I truly thought I had mastered it, but never really saw the benefits.
When I started to re-engage with mindfulness in my social work practice, I found myself actually engaging with the practice and carving out dedicated time for mindfulness. So reading about the 90 minute windows showed that it could be beneficial for me to place those dedicated mindfulness check ins around those windows.
I am aiming this week to incorporate 4 check ins for mindfulness practice and will look to reflect how this changes the flow of my day. Additionally, this article was a great reminder of the capacity of children and how they approach the school day- specifically how we can overload them and then expect.
Thanks for your comment, Bryan! I would love to hear about the impact of your four check-ins. Your last sentence really resonated with me too. Knowing what we know, what might we do differently when it comes to kids? I would love to hear your thoughts.\
Aviva
I very much agree mindfulness is part of self-reg. I never knew the origins of mindfulness, its quite interesting! When talking about our circadian rhythm of sleep it only makes sense that we would have this rhythm in our day as well. I think we can apply these 90min cycles to how we operate our day, recognizing those different rhythms of the day can be so helpful when working with kiddos.
Thanks for your comment, Lindsay! I would love to hear more about how you could see applying these cycles. What do you see this looking like?
Aviva