Why I Teach Mindfulness

“…because it’s amazing!”

When a 2nd grade student describes mindfulness as “amazing”, I think administrators, teachers, and parents need to sit up and take notice. See video below:

Two years ago I had the privilege to go into the classrooms of all the Kinder through 5th grade students where I was also serving a the district’s Speech-Language Therapist. The year before that I was also going into these classrooms to teach my version of social-emotional learning skills to increase compassion and kindness, while hoping to reduce violence and aggression in relationships. Many of these students (maybe even it’s accurate to say that most of these students) have a lot of challenges in their lives — low socio-economic circumstances which includes poverty, violence in the homes or neighborhoods, and race-related discrimination challenges that are rampant in today’s world. There were many students in our school identified as Emotionally Disturbed due to the trauma in their lives. This created classrooms which were challenged with high dis-regulation of the nervous system, one student or several students may impact an entire class’ sense of well-being and safety. I had been integrating mindfulness into my therapy work and in my Caring and Courageous Kids bullying prevention work for several years but felt the time was now to really dig deeply into it so I went through the certification training with Mindful Schools and then taught the Mindful Schools curriculum to these k-5 students over the past year.

The circumstances were far from ideal with my already huge personal caseload of therapy students. I needed to fit in teaching two classes of each grade which meant I could only see each class approximately once every two weeks. Add in holidays, testing days (of which there were many!), and prep days for testing, and special events, I did not see the students nearly as much as I would have liked. However, this opportunity was one I would call “amazing” as well! I felt that most of the students were intrigued with this topic of learning about their brain and how to help it develop attention, focus, and more importantly, how to experience peace in a moment. Practicing the calm helped them to experience a changing, more positive relationship with themselves and with others not only at school, but at home as well!

Throughout the year I continued to plant these seeds of the lessons and practices of mindfulness. It wasn’t until we did the year-end activity of having the students in the classes write or draw about how mindfulness has helped them that I really got to hear from each student on how it impacted them. It was deeply moving and heart-opening.

This video is just one of many “testimonies” from the children which confirms to me how valuable it is to teach this incredible life-skill that I wish I had learned when I was in my youth! This child took something she learned at school and had the awareness to put this valuable life skill into practice to help contribute to peace at home and in herself. She is taking what she learned and sharing it with her family! This 2nd grader said that her picture was about “flipping your lid” which is a term we learned about months before (and reviewed) about how the brain reacts when activated with the strong emotions of fear or anger (see our video: Don’t Flip Yo Lid). When we know about how our brains work, and when we practice how to counter that activation with simply taking deep, calming breaths, then we can have a more positive outcome that is aligned with our hearts and inner goodness. By practicing this in the classroom, as a classroom together, then it becomes easier to remember to do in times of need. When we forget, we can be reminded to try it again next time. This little girl noticed how she was feeling and actively chose to take deep, calming breaths so she wouldn’t “flip her lid” when feeling angry! Noticing the siblings she drew in her picture, I asked if she taught anyone in her family about mindfulness to which she replied “yes”. I have had many students in the classes share examples of this as well. When asked what her family thought of mindfulness, her reply (whether it was her own thoughts or their thoughts, I can’t be sure) was that “it was amazing”. THIS is one of the many reasons why I teach mindfulness. Sometimes the world feels peaceful and in an instant it can all change. For some students it can become overwhelming. When we have the tools to help us feel calm and centered, it is, indeed, amazing!  I find great joy in helping children discover how it can feel when they have are able to calm themselves and help restore peace in their corner of the world no matter what comes their way! It’s just a breath away.

#whyIteachmindfulness is a tag I use on my FB page Mindful Kindful YOUniversity ~ discover more reasons as I share them!

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Dee DiGioia, Certified Mindfulness & Life Skills Coach and Consultant
MK YOU offers mindfulness programs for youth, educators, parents, and community members using evidence-based practices of mindfulness, movement, and social-emotional learning to help reduce stress while cultivating the inner resources needed for well-being in San Luis Obispo & Northern Santa Barbara Counties via community programs/classes/workshops, personal coaching, professional development, mini-retreats, and more. After pioneering a successful mindfulness program for K-5 classrooms at an inner city charter school in Sacramento, CA, Dee hopes to develop programs in our local schools here on the Central Coast of CA.  Contact Dee to learn more.

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Sm’Heart Skills: The essential education for responding

more skillfully to life in the 21st Century!

This blog is a reprint and revision I wrote on July 13, 2016 on my PREVIOUS website “Caring and Courageous Kids”. See my new video “7 Questions every school should ask”

Sm’Heart Skills: The essential education for responding more skillfully to life in the 21st Century!

Mindful. Kindful. Skillful. Transformational.

7 Questions Every School Should Answer

7 Questions Every School Should Answer

~because our children deserve a “sm’hearter” education ~

Transcript for video:

We hope that our students’ stress levels will fall and physical awareness will rise but how often do we teach students how to create these changes?*

We hope that our students will be able to pay attention and tune out distractions but how often do we teach students how to do this?*

We hope that our students will be happy and able to regulate difficult emotions but how often do we teach students how to achieve this state of being?*

We hope that our students will be kind and refrain from judging others but how often do we teach students how to achieve this state of being?*

We tell our students to be aware of what is happening in the world and be good stewards of the earth but how do we teach students how to engage in these practices?*

Our schools hope to provide an education which will prepare our students for their future success but a focus only on academics is INCOMPLETE.

This leads to the 6th question…

Does your school teach a curriculum supporting social-emotional development skills…or does your school just HOPE students will learn “those other skills” on their own?

Emotional intelligence develops by learning and practicing skills.

SOLUTION: Mindful Kindful YOUniversity

A program which integrates evidence-based practices of mindfulness, movement, and social emotional learning to develop the essential life skills of emotional intelligence, or Sm’Heart Skills!

Meet Dee DiGioia, founder of Mindful Kindful YOUniversity (MK YOU) and Certified Mindfulness Educator.

Dee has spent 30+ years working with children with social, emotional, behavioral, cognitive, and communication challenges. (Former Speech Language Therapist specializing in Social Emotional Learning, Social Challenges; Bullying Prevention Specialist & Author; Preschool Director, and more!)

MK YOU educates the whole child and provides the life skills to help students flourish socially and emotionally, which will develop the foundation to succeed academically.

MK YOU was founded to address the challenges students face in school which interfere with learning, relationships, and mental well-being, such as:

  • stress, overwhelm;
  • self-awareness;
  • distraction, impulse control, difficulty focusing;
  • bullying and social issues;
  • difficult emotions — anger, anxiety, depression;
  • and bringing these skills to social dynamics at school, at home, and in the community;

… and to equip students with the inner resources for reducing stress and cultivating the skills needed for balance, resilience, over-all well-being, as well as being mentally “available for learning”.

Last question.

What are you waiting for?

Sign up YOUR classroom/school! Mindful Kindful YOUniversity Enrichment Program for Grades K – 12 in San Luis Obispo and Northern Santa Barbara Counties

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Dee DiGioia, Certified Mindfulness & Life Skills Coach and Consultant
MK YOU offers mindfulness programs for youth, educators, parents, and community members using evidence-based practices of mindfulness, movement, and social-emotional learning to help reduce stress while cultivating the inner resources needed for well-being in San Luis Obispo & Northern Santa Barbara Counties via community programs/classes/workshops, personal coaching, professional development, mini-retreats, and more. After pioneering a successful mindfulness program for K-5 classrooms at an inner city charter school in Sacramento, CA, Dee hopes to develop programs in our local schools here on the Central Coast of CA.  Contact Dee to learn more.

Subscribe to MK YOU News!

Sm’Heart Skills: The essential education for responding

more skillfully to life in the 21st Century!

THE FIRST 5 QUESTIONS: Daniel Rechtschaffen ~ The 5 Realms of Mindful Literacy (“The Mindful Educator Workbook”, pp 105-107)

Creating a Cascade of Positive Change

Did you ever have a “light bulb moment” and want to run to the top of a mountain and shout it out for all the world to know? Yeah. Me, too! I’ve actually been having a cascade of those moments in the last year or more and just the other day I had another big one which I would like to share with you…

and the world!

June marked the end of a chapter for me in special education to move forward with my vision of creating mindfulness programs for youth in schools and in the communities in and around where I live on the Central Coast of CA. Why would I leave a “comfy” paid job for an unknown future? Because mindfulness has transformed my life, the stress of my job was affecting my health (as mentioned in my last blog), and mindfulness has also changed the way I look at what is fundamentally important in raising & educating our children at home and in schools. Mindfulness has a myriad of benefits which I have seen first hand with the youth (and adults) I have already shared it with (in special education and in my mindfulness program initiated at an inner city school in Sacramento, CA). 

“Education is what remains after one has forgotten what one has learned in school.”

~Albert Einstein

Problem ~ creating awareness:

Most educators, administrators, and parents today are unfamiliar with mindfulness. Mindfulness has been my area of focus for many years now, and I find it invaluable in my work with students and with the adults I have shared it with so I have been trying to figure out the best way to create awareness and help parents and educators understand the benefits of  “mindfulness” for youth (as well as for themselves). Schools around our country are already implementing successful programs and recognizing its tremendous benefits. By creating this awareness, it will help mindfulness become more mainstream as a viable and essential option in education. Mindfulness provides a foundation for education because it contributes to optimal conditions for learning and teaching.

Solution ~ (here’s the light-bulb moment):

I made a decision to launch a global campaign initiative and I have invited mindfulness educators from around the world to help with the planning stages. Let me introduce:

The Heart of Mindfulness for Youth Week

~ An international collaboration of mindfulness educators in our local communities

to raise awareness on the benefits of mindfulness programs in schools and youth groups in our communities.

The first annual event will be held November 11-17, 2017.  Although it is an international event, each local chapter will plan their own ways of celebrating in their communities which may be one day to all 7 days. Right now we are in the planning stages and I will share more details very soon!!! If you would like to help me organize for this weeklong event for our community in San Luis Obispo/Northern Santa Barbara Counties, please contact me!!! I am very excited for the potential impact these ripples could create. May it become a cascade of positive change!

“Vision without action is merely a dream.

Action without vision just passes the time.

Vision with action can change the world.”

~Joel A Barker

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Dee DiGioia, Certified Mindfulness & Life Skills Coach and Consultant
MK YOU offers mindfulness programs for youth, educators, parents, and community members using evidence-based practices of mindfulness, movement, and social-emotional learning to help reduce stress while cultivating the inner resources needed for well-being in San Luis Obispo & Northern Santa Barbara Counties via community programs/classes/workshops, personal coaching, professional development, mini-retreats, and more. After pioneering a successful mindfulness program for K-5 classrooms at an inner city charter school in Sacramento, CA, Dee hopes to develop programs in our local schools here on the Central Coast of CA.  Contact Dee to learn more.

Subscribe to MK YOU News!

Sm’Heart Skills: The essential education for responding

more skillfully to life in the 21st Century!

 

Resources supporting “Why Mindfulness in Education”

Resources supporting

“Why Mindfulness/SEL/Movement in Education” 

(“Why I Teach Mindfulness”)

Photo by Dee DiGioia, program in Folsom, CA

“When we look at low performing schools it’s not that these children are unable to learn, it’s that very often they are unavailable to learn.” —Jean-Gabrielle Larochette, elementary school teacher

While establishing Mindfulness-based Social Emotional Learning (SEL) YOUth programs throughout San Luis Obispo County, I am compiling a list of important, informational articles and video resources for myself, as well as to share with YOU, all in one place, right here on this page. There are so many reasons why mindfulness is needed in our schools and communities. Let’s do this! Contact me, Dee DiGioia, for help getting programs in your schools (during or after school) or organizations in San Luis Obispo County! See our similar list of resources for adults.

I will continue to add to these lists over time so be sure to check back!  I have tons more to add to this list but it’s time for a mindful break! (Last edited 2/4/2020)

These first few resources are a few of my favs and, therefore, at the top of the list!!!
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Why Aren’t We Teaching You Mindfulness | AnneMarie Rossi | TEDxYouth@MileHigh (video)

Why Mindfulness is a Superpower (video)

MAY I BE HAPPY: MINDFULNESS IN THE CLASSROOM AND BEYOND

Schedule a screening!

Mindfulness in Education ~ Skills for the 21st Century ~ by Dee DiGioia

MORE RESOURCES:

7 Questions Every School Should Answer (video by Dee DiGioia)

10 Reasons Teens Have So Much Anxiety Today

A 19-Year Study Reveals Kindergarten Students With These 2 Skills Are Twice as Likely to Obtain a College Degree (And They Have Nothing to Do With Reading)

Aces Too High

ADHD & Mindfulness: An Interview with Lidia Zylowska MD

Anxiety in Teens – How to Help a Teenager Deal With Anxiety

Behaviour management: it’s all about the brain

Can Mindfulness Help Kids Control Their Emotions?

Children in Schools: Safe and Secure

Daily Meditation: A Bold Approach to Reducing Student Stress

Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children

Embodied mindfulness is critical for empowering teachers to support student well-being in an unstable world

From Anxiety and Avoidance to Brave Behavior

Generation at risk: America’s youngest facing mental health crisis

Healthy Habits of Mind (video)

Help hard to find for teens struggling with mental health, thoughts of suicide

Here’s how mindfulness helps schools address depression and anxiety

How Daily Meditation Improves Behavior

How Emotions Affect Learning, Behaviors, and Relationships

How More Social and Emotional Learning (and Less Academics) Actually Builds Academic Success

How SEL and Mindfulness Can Work Together

How Teens Today Are Different from Past Generations

How to Increase Self-Control in Children – And Why It’s So Important for Their Success

How to Teach Kids About the Brain: Laying Strong Foundations for Emotional Intelligence 

Implementing Mindfulness in Schools: Reflections From a Principal

In High School, the Kids Are Not All Right

Integrating Mindfulness Into Education

Integrating Mindfulness & Social-Emotional Learning Programs 

Into Light (video)

 “Into Light” features four teens who successfully use mindfulness to help battle depression.

“Just Breathe” (video)

Low-Income Schools See Big Benefits in Teaching Mindfulness

Making Time for Mindfulness: A new study shows how mindfulness education in the classroom can reduce students’ sense of stress and lengthen attention spans

Meditation Helps Lower Truancy and Suspensions

Meditation transforms roughest San Francisco schools

Mental Health In Schools: A Hidden Crisis Affecting Millions Of Students

Mind-Body Practices Like Meditation And Yoga Help Teens With Anxiety, Study Finds

Mindful children have more brain flexibility, imaging study shows

Mindfulness and Emotional Intelligence ~ upgrade your internal operating system

Mindfulness and Yoga Help Kids Cope With Stress In Low-Income, High-Crime Neighborhoods

Mindfulness at School Improves Critical Learning Skills

Mindfulness curriculum promotes prosocial behavior in preschoolers

Mindfulness Exercises Improve Kids’ Math Scores 

Mindfulness in Education, Research Highlights 

The link above is an annotated bibliography of studies of mindfulness in education from the Greater Good Science Center (2014). Although research on mindfulness is still in early stages, studies show that mindfulness holds promise for positive effects on student health, well-being, social skills, and academic performance; read how mindfulness practices may also reduce stress and burnout for teachers and administrators.

Mindfulness in Education

Mindfulness in Education Research Highlights 

Mindfulness in the Classroom: How it helps kids regulate behavior and focus on learning

Mindfulness Meditation May Help Students Combat High Levels of Stress, Depression

Mindfulness practices buoy students in Sacramento’s Einstein Middle School

Mindfulness Programs In Schools Reduce Symptoms Of Depression Among Adolescents: Study 

Mindful Revolution: Exploring How Mindfulness Can Transform Education (video)

Mindful Youth Leadership Transforming School Culture at El Cerrito High School

Mindfulness: Youth Voices (video)

Miserable Children, Workforce Resilience and Why We Need Mindfulness In Schools 

More Focused, Better Behaved Kids, Through ‘Mindfulness’ 

More Mindfulness, Please: On Bringing Mindfulness into the Classroom 

Not Talking About Mental Health Is Literally Killing (Boys)

Philly school’s new ‘calming room’ offers yoga mats, drawing, and a ‘brain break’

PS7 Presents “Don’t Flip Yo Lid” (video by Dee DiGioia)

Release (video)

Risking Peace at a Troubled School

Room to Breathe Film (video ~ Mindful Schools)

School replaces detention with meditation

School Stress: Rescuing Our Children

Scientific Evidence for School-Based Yoga, Meditation and Mindfulness Practices

Screen Time Syndrome: Brain Images Explain Why Kids are Moody, Impulsive, & Can’t Pay Attention

Sixth Graders on Mindfulness (video)

SIMPLIFYING CHILDHOOD MAY PROTECT AGAINST MENTAL HEALTH ISSUES

Slowing Down to Learn: Mindful Pauses That Can Help Student Engagement

Stress is making our children ill; here is what we can do about it 

Stress: It’s Not in Your Head, it’s in Your Nervous System

Stopping the Next Shooter: Could Teaching Kids Empathy and Mindfulness Really Help? 

Student Stress Is Education’s Overlooked Crisis

Teaching meditation to kids in Chicago swiftly reduced crime and dropout rates 

Teach Mindfulness, Invite Happiness

Teachers Are Stressed, And That Should Stress Us All

Teaching Peace in Elementary School 

Teaching the ABCs of Attention, Balance and Compassion: Susan Kaiser Greenland at TEDxStudioCityED  (video) 

Teaching Yoga and Mindfulness to Students Affected by Trauma and Violence (interview)

Teaching Your Impulsive Child to “Pause” 

Teen Brain Benefits from Mindfulness Training

The 1 Skill College Students Wish Their Parents Taught Them

The Amazing, Tumultuous, Wild, Wonderful, Teenage Brain

The Child Stress Epidemic

The decline of play in preschoolers — and the rise in sensory issues

The Elephant In The (Staff) Room – Why We Need To Talk About Teacher Wellbeing

The Limitations of Teaching ‘Grit’ in the Classroom 

The Mindful Revolution: Exploring How Mindfulness Can Transform Education (video)

The Power of Mindfulness: How a meditation practice can help kids become less anxious, more focused ~ The Child Mind Institute

The Powerful Impact of Stress

The Skills Colleges and Employers Are Looking For

The 3 Arguments for a Focus on Well-Being

THIS TIME WITH FEELING: INTEGRATING SOCIAL AND EMOTIONAL DEVELOPMENT AND COLLEGE- AND CAREER-READINESS STANDARDS

Two studies reveal benefits of mindfulness for middle school students

UW-Madison helps students learn through well-being exercises (video)

Vagus Nerve Is the Key to Well-being

When Mindfulness Meets the Classroom

When science meets mindfulness ~ Researchers study how it seems to change the brain in depressed patients

WHY ARE KIDS IMPATIENT, BORED, FRIENDLESS, AND ENTITLED?

Why Are More American Teenagers Suffering From Severe Anxiety?

Why Children Need Mindfulness Just As Much As Adults Do 

Why meditation should be taught in schools 

Why Mindfulness Belongs in the Classroom

Why Our Children Should Be Taught to Meditate in School 

Yoga in schools has ‘profound impact’ on behaviour

And in the news:

This is What Kept the Thai Boys Calm While Trapped in a Cave

Video game addiction is officially a mental health disorder

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Additional resources on

Research and Benefits

and

>>> Resources: Mindfulness for Adults <<<

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Dee DiGioia, Certified Mindfulness & Life Skills Coach and Consultant
MK YOU offers mindfulness programs for youth, educators, parents, and community members using evidence-based practices of mindfulness, movement, and social-emotional learning to help reduce stress while cultivating the inner resources needed for well-being in San Luis Obispo County via community programs/classes/workshops, personal coaching, professional development, mini-retreats, and more. After pioneering a successful mindfulness program for K-5 classrooms at an inner city charter school in Sacramento, CA, Dee is developing programs in our local schools and communities here on the Central Coast of CA.  Contact Dee to learn more.

Stay up to date on announcements of classes and events:

Look Upstream

Look Upstream

The following story is dedicated to all who feel like they are drowning in this crazy thing called life: parents overwhelmed with parenting, teachers stressed out with the expectations and demands of teaching, children having to grow up way too fast and facing issues unknown by any other generation. I have experienced overwhelm in my own life, and on my journey I have also found solutions which I share through my programs for youth and for adults at “Mindful Kindful YOUniversity.”  My dream is to help create school-wide mindfulness wellness programs for students, staff, and parents. ~Dee DiGioia“Once upon a time”… that opening line still evokes such treasured memories from my youth. It meant a wonderful story was about to capture my wild imagination. I think of my fuzzy pj’s and my shredded blankie in a child-sized rocking chair reading my “Little Golden” books or special books from the library (oooh how I loved the smell of the pages!). I loved how, in the end, there was almost always a happy ending.

When I was growing up, the art of storytelling was indeed an art form.  Books were not always needed. In fact, I couldn’t wait for our summer camping trips when we met up with other families and spent dark, mountain nights around the crackling, and sometimes smokey, campfire while the “elders” took turns telling stories. Or on our camping hikes down mysterious dirt paths in the woods, my camping buddy, who was a year younger, used to beg me to tell her stories! I loved weaving an imaginary tale and having her plead “tell me more”!

I recently heard this story about a village along the banks of a river. The current was very strong and potentially life-threatening. One day a fisherman saw a person crying for help while being swept downstream by the river. Luckily the fisherman was brave and also a very strong swimmer. He did not hesitate to jump in and pull the drowning person ashore. He carried the young mother to safety in the village center. The next day a teacher from upstream nearly drowned being carried by the same raging waters but was rescued by another villager and the villagers rejoiced. In fact, in the next days and weeks and years, more and more people nearly drowned being pulled downstream. The villagers worked together by setting up nets to catch them. Hundreds of thousands of people were being pulled from the water. Even children! The villagers set up shelters and hospitals. They were proud of their accomplishments in becoming more skillful in rescuing the folks who were swept downstream.

Early one morning, a woman from the village, Ms. Henny, sat on the edge of the bank, sipping some warm tea, appreciating the warmth and colors of the sunrise, and noticing how the droplets of water on the safety nets sparkled from the sunlight. As she drew in a slow, deep breath, of gratitude her attention turned to wondering about all the people who nearly drowned. She tried to imagine what their lives must have been like before and after the near-drowning. Questions began to flood her thoughts. How are they doing today? Are they okay? What will prevent them from drowning again? Why were they drowning? Are there others who are drowning who we don’t know about yet? Have others slipped by that we were unable to reach or did not know about? And then it dawned on her.

Ms. Henny ran to the village center and asked one of villagers “Shouldn’t we be looking upstream to find out what is happening?” The villager replied, “I don’t have time for that, I’m mending all the nets.”  She ran to another and said  “Surely there must be some things upstream to prevent or save people from drowning?” The villager scowled, “I don’t have time for that, I’m re-supplying the band-aids.”

Dissatisfied, Ms Henny ran to another villager on his way to the river and repeated her questions with more urgency. “Shouldn’t we be looking upstream to find out what is happening? Surely there must be some things upstream to prevent or save people from drowning?”

The villager rolled his eyes and said, “We don’t have time for that. That’s just the way it is.” The woman cried, “NO! It does not have to be like this. We can look upstream!!! That’s where we need to start.” The villager shook his head and muttered, “It can’t be done.”

As he shuffled away, Ms. Henny put her hands on her hips and declared aloud, “Then I shall do it myself!”

“Thirty years of research and, more recently, brain science, offer compelling evidence to support the use of mindfulness in education. The application of mindfulness by students and educators has the potential to improve academic achievement, mental health, and inter- and intra-personal relationships. We recently released early results from the largest study on mindfulness and children to date, involving 915 children and 47 teachers in 3 Oakland public schools.” ~ Mindful Schools

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Dee DiGioia, Certified Mindfulness & Life Skills Coach and Consultant
MK YOU offers mindfulness programs for youth, educators, parents, and community members using evidence-based practices of mindfulness, movement, and social-emotional learning to help reduce stress while cultivating the inner resources needed for well-being in San Luis Obispo & Northern Santa Barbara Counties via community programs/classes/workshops, personal coaching, professional development, mini-retreats, and more. After pioneering a successful mindfulness program for K-5 classrooms at an inner city charter school in Sacramento, CA, Dee hopes to develop programs in our local schools here on the Central Coast of CA.  Contact Dee to learn more.

This blog was inspired by

(1) “The Parable of the Downstreamers” by Donald Ardell;

(2) by the timeless fairy tale “The Little Red Hen”;

(3) personal experience;

(4) and by all the amazing folks out there who are demonstrating that working upstream is what will make a difference in helping children and adults deal with today’s pressures and challenges in life.

“All our dreams can come true, if we have the courage to pursue them.” –Walt Disney

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Magic Breathing Ball

Student demonstrating our “magic breathing ball” during an individual therapy session.

 

At the start of this school year, I introduced mindfulness to four different special education preschool classes of students with a variety of levels and spectrums of “special needs” for a weekly “Circles” group. I have been used to integrating mindfulness with older students so I really wasn’t sure how it would go but I wanted to try. My focus would be on something visually interesting and something functional and simple. The breath. Why? Because slow, deep calming breaths signal the brain to calm the nervous system. Many of these young students are are challenged with dis-regulation of the nervous system. By modeling a simple breathing technique, the young students get familiar with the word “breathe” and experience how it feels when doing this and participating in a group activity where everyone else is doing it.  At the same time, it provides the teachers and their paraprofessionals a tool to use throughout the day with these littles (as well as for themselves).

With eager, but nervous, anticipation, I asked the teacher and paraprofessional aides to gather the children to come sit in a circle on the floor. Some of the children joyfully jumped on their spot while others fussed and protested this transition. We had not yet developed a relationship since I was new to the school. As they were getting settled I turned on soothing, rhythmic grounding music which caught the attention of all. I then took out my “magic breathing ball” (Hoberman sphere or expanding ball, as in photo above) and began expanding and contracting the ball. I began to synchronize my breathing to the rhythm of the music while also matching it to the slow expansion of the ball for inhalation, and contraction of the ball for exhalation. The adults, who were part of the circle, were encouraged to model this as well, by joining in the breathing and using hand movements to match the expansion and contraction of the ball. Breathing in… (about 3 secs) and exhaling (about 4-5 secs)…..The energy in the room began to shift.   When your exhale is slighter slower than your inhale, this creates changes in the brain to activate the parasympathetic nervous system and deactivate sympathetic (stress) nervous system.

The “breathing ball” was passed around the circle for everyone to try, including the other adults who served as perfect role models. This simple activity has so many emotional intelligence mini lessons within. In addition to practicing a self-regulation calming technique, each student is also learning impulse control for waiting their turn, they are learning imitation and modeling/leadership skills, and they are learning turn taking (it’s difficult giving up this really cool expanding ball!) As a speech-language therapist it also assists in breath control for speech production. Many of these students are typically difficult to engage because of their severe disabilities but most of them were instantly drawn to this entire simple activity. 

An interesting observation was that many of the students had challenges with inhaling and exhaling with a slow deep rhythm at the beginning of the session but when I closed the session with the expanding ball again, most of them demonstrated breathing in and out with much more ease. It was beautiful to witness the change in just one short lesson. One of the aides remarked that she never saw “Johnny” so interested and participatory in “Circle Time”! Another aide said she wished we could do this every day! And another aide shared she was so relaxed afterwards. The children, though unable to voice their opinions, undoubtedly experienced something positive from this activity judging from the smiles and calm bodies compared to when we first sat down. 

This was a promising start and the “magic breathing ball” has become part of our opening routine to our weekly “Circles” class. It is my hope that these mini lessons will provide ideas for the teachers and paraprofessional aides to use with our students, and for themselves, throughout the day as needed to bring back balance and calm, and the many other benefits breathing has for our bodies and minds. I invite you to take 1-3 deep breaths now! It just may be the magic you need this very moment!

You can use the image below which is similar to the magic expanding ball.

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Dee DiGioia, Certified Mindfulness & Life Skills Coach and Consultant
MK YOU offers mindfulness programs for youth, educators, parents, and community members using evidence-based practices of mindfulness, movement, and social-emotional learning to help reduce stress while cultivating the inner resources needed for well-being in San Luis Obispo & Northern Santa Barbara Counties via community programs/classes/workshops, personal coaching, professional development, mini-retreats, and more. After pioneering a successful mindfulness program for K-5 classrooms at an inner city charter school in Sacramento, CA, Dee hopes to develop programs in our local schools here on the Central Coast of CA.  Contact Dee to learn more.

Subscribe to MK YOU News!


“By practicing mindfulness kids learn life skills that help them soothe and calm themselves, bring awareness to their inner and outer experience, and bring a reflective quality to their actions and relationships. Living in this way helps children connect to themselves (what do they feel? think? see?), and maybe to something greater than themselves.

~Susan Kaiser Greenland, Author of “The Mindful Child: How to Help Your Kid Manage Stress and Become Happier, Kinder, and More Compassionate”

Mindfulness Seeds of the Heart

M Heart, 2nd gradeLast school year I had the privilege to teach a mindfulness program at an inner city elementary school in Sacramento where I was also serving as the district speech-language therapist. Each morning I started the day with a 30 minute class “Circles” class alternating among grades K-5. This school was probably the most challenging group of students I have ever worked with, but honestly it became one of the most rewarding experiences. So many of the students had severe behavioral challenges stemming from trauma and chronic stress. Working here was one of the reasons I decided to pursue the certification program through Mindful Schools as I knew these children could potentially benefit from mindfulness training. Research has been showing promising results. “Studies find that youth benefit from learning mindfulness in terms of improved cognitive outcomes, social-emotional skills, and well being. In turn, such benefits may lead to long-term improvements in life. For example, social skills in kindergarten predict improved education, employment, crime, substance abuse and mental health outcomes in adulthood.” (1)

At the end of the school year I had the students draw or write about what they learned or liked best about mindfulness. It was deeply moving to see the pictures the children drew. One of the second grade classes was particularly endearing to me. I was so moved by their responses that I asked the teacher if I could interview the children to make a video of what they drew about. The video below is one quiet little girl’s response. This is why I teach mindfulness. We never know what seeds we are planting!  We are empowering children with resources that are right inside of them! They won’t know what they aren’t taught. When we can practice in a safe and calm classroom, they will develop the resources to draw upon as needed.

Enjoy…

Dee DiGioia, Mindfulness Coach

“Develop inner peace. You get world peace through inner peace. If you’ve got a world of people who have inner peace, then you have a peaceful world.” ~Wayne Dyer

Dee DiGioia, Certified Mindfulness & Life Skills Coach and Consultant
MK YOU offers mindfulness programs for youth, educators, parents, and community members using evidence-based practices of mindfulness, movement, and social-emotional learning to help reduce stress while cultivating the inner resources needed for well-being in San Luis Obispo & Northern Santa Barbara Counties via community programs/classes/workshops, personal coaching, professional development, mini-retreats, and more. After pioneering a successful mindfulness program for K-5 classrooms at an inner city charter school in Sacramento, CA, Dee hopes to develop programs in our local schools here on the Central Coast of CA.  Contact Dee to learn more.

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(1) Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social-­Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105 (11), 2283–2290.

For more research go to http://www.mindfulschools.org/about-mindfulness/research/

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