Wait just one minute! I once heard that mindfulness....
In our world with knowledge and information at our fingertips, only seconds away, mindfulness has gained a stark reputation of being misinterpreted or misidentified.
I feel it is important to compile a list of myths and facts I have found throughout my research for this project, because they have shown up time-and-time-again.
Please take some time to read through these common myths and misconceptions and take a moment to address your own biases or preconceptions about this powerful tool; I know a few things took me by surprise as well, so it must be worth sharing with you as well!
I have chosen to highlight the 7 Myths from Miss. Jaime OT's website, as I found these to be the most relevant to my particular topic.
You can find other webpages with some myths/facts by clicking on the buttons below
I feel it is important to compile a list of myths and facts I have found throughout my research for this project, because they have shown up time-and-time-again.
Please take some time to read through these common myths and misconceptions and take a moment to address your own biases or preconceptions about this powerful tool; I know a few things took me by surprise as well, so it must be worth sharing with you as well!
I have chosen to highlight the 7 Myths from Miss. Jaime OT's website, as I found these to be the most relevant to my particular topic.
You can find other webpages with some myths/facts by clicking on the buttons below
7 Myths About Mindfulness in the Classroom
Adapted from https://www.missjaimeot.com/7-myths-mindfulness/
MYTH 1 – MINDFULNESS IS JUST SITTING SILENTLY.
Meditation (sitting silently) is only one method of practicing mindfulness- there are many other components and ways to do so. Explore all types of mindfulness practices to find which ones work best for you! Some examples include:
MYTH 2 – MINDFULNESS IS RELIGIOUS.
Mindfulness skills are built on the ability to focus on the breath and be present in the moment. We all are breathing all the time and breathing has a physiological effect on the body. Taking slow deep breaths can decrease heart rate and blood pressure, whereas quick shallow breathing can have the opposite effect. Mindfulness as we use it is based on neuroscience. It is rooted in Buddhist Tradition, so be cognizant of this and be clear when presenting the ideas to parents or colleagues.
MYTH 3 – “I DO NOT HAVE TIME FOR MINDFULNESS.”
It is universally recommended that in order to teach mindfulness, you should practice mindfulness yourself, it works better if students see that you are also committed to it.
It is easy to integrate it into your daily routine, as you would for students, by taking just a few minutes each day to bring your focus to your breath. You may choose to use an app to help you get started; for this set aside 5-10 minutes each day.
Just remember part of mindful is being kind and non-judgmental – accept yourself wherever you are at and know that it is worth the effort.
Research has shown that mindfulness in the classroom can result in increased teaching time (Mindful Life Project, 2016) and improved teaching efficacy (Meiklejohn et al. 2012).
MYTH 4 – “I DO NOT HAVE THE FINANCIAL RESOURCES TO IMPLEMENT MINDFULNESS INTO MY CLASSROOM.”
Breathing is free! If there are no finances, breathwork can still be integrated into the school day routine. There are tons of free online resources (many can be found here), as well as the Every Moment Counts: Calm Moment Cards Program. There are many great and affordable mindfulness programs for schools to purchase, but do not feel like you need to spend money to do these things with your students!
MYTH 5 – THERE IS A LACK OF EVIDENCE FOR MINDFULNESS WITH CHILDREN.
Although it is true that we need more high-quality research for mindfulness with children, you can see great improvements so quickly after practicing mindfulness. Additionally, there are no associated risks of practicing mindfulness. Mindfulness practice teaches coping strategies to help with self-regulation.
MYTH 6 – KIDS DO NOT NEED MINDFULNESS.
The term “positive mental health” acknowledges that health is more than the absence of illness, and we all have mental health just like we all have physical health. Having positive mental health means that one is able to engage productively in activities and has the ability to utilize coping skills.
According to the most recent children’s mental health report (Child Mind Institute, 2018):
MYTH 7 – KIDS WOULD NOT LIKE MINDFULNESS.
Mindfulness activities for children should be fun! Each of us may have mindfulness practices we like and ones do not like- it is important to provide a variety. So, do not be discouraged if students do not like the first exercise or activity you try.
Mindfulness can be implemented with children in a multitude of ways. Take time to have them simply notice their breathing, and then take some deep breaths. Make this more fun by spinning pinwheels with your breath or making a dragon craft to breathe “fire” through.
Meditation (sitting silently) is only one method of practicing mindfulness- there are many other components and ways to do so. Explore all types of mindfulness practices to find which ones work best for you! Some examples include:
- Mindful Movement: Try yoga, tai chi, or simply bringing mindful awareness to walking.
- Mindful Eating/Tasting: Choose a food or meal and eat very slowly, paying attention to the texture and taste.
- Mindful Colouring/Drawing
- Mindful Sensory: engage with sensory activities mindfully (touch- tearing paper)
MYTH 2 – MINDFULNESS IS RELIGIOUS.
Mindfulness skills are built on the ability to focus on the breath and be present in the moment. We all are breathing all the time and breathing has a physiological effect on the body. Taking slow deep breaths can decrease heart rate and blood pressure, whereas quick shallow breathing can have the opposite effect. Mindfulness as we use it is based on neuroscience. It is rooted in Buddhist Tradition, so be cognizant of this and be clear when presenting the ideas to parents or colleagues.
MYTH 3 – “I DO NOT HAVE TIME FOR MINDFULNESS.”
It is universally recommended that in order to teach mindfulness, you should practice mindfulness yourself, it works better if students see that you are also committed to it.
It is easy to integrate it into your daily routine, as you would for students, by taking just a few minutes each day to bring your focus to your breath. You may choose to use an app to help you get started; for this set aside 5-10 minutes each day.
Just remember part of mindful is being kind and non-judgmental – accept yourself wherever you are at and know that it is worth the effort.
Research has shown that mindfulness in the classroom can result in increased teaching time (Mindful Life Project, 2016) and improved teaching efficacy (Meiklejohn et al. 2012).
MYTH 4 – “I DO NOT HAVE THE FINANCIAL RESOURCES TO IMPLEMENT MINDFULNESS INTO MY CLASSROOM.”
Breathing is free! If there are no finances, breathwork can still be integrated into the school day routine. There are tons of free online resources (many can be found here), as well as the Every Moment Counts: Calm Moment Cards Program. There are many great and affordable mindfulness programs for schools to purchase, but do not feel like you need to spend money to do these things with your students!
MYTH 5 – THERE IS A LACK OF EVIDENCE FOR MINDFULNESS WITH CHILDREN.
Although it is true that we need more high-quality research for mindfulness with children, you can see great improvements so quickly after practicing mindfulness. Additionally, there are no associated risks of practicing mindfulness. Mindfulness practice teaches coping strategies to help with self-regulation.
MYTH 6 – KIDS DO NOT NEED MINDFULNESS.
The term “positive mental health” acknowledges that health is more than the absence of illness, and we all have mental health just like we all have physical health. Having positive mental health means that one is able to engage productively in activities and has the ability to utilize coping skills.
According to the most recent children’s mental health report (Child Mind Institute, 2018):
- 30% of kids are affected by anxiety at one point or another.
- There has been a 17% increase in anxiety over the past 10 years.
- 80% of those affected by anxiety never receive proper treatment. In fact, only 1% seek treatment in the year symptoms begin.
- Untreated anxiety disorders are associated with an increased risk for depression, school failure, and substance abuse.
MYTH 7 – KIDS WOULD NOT LIKE MINDFULNESS.
Mindfulness activities for children should be fun! Each of us may have mindfulness practices we like and ones do not like- it is important to provide a variety. So, do not be discouraged if students do not like the first exercise or activity you try.
Mindfulness can be implemented with children in a multitude of ways. Take time to have them simply notice their breathing, and then take some deep breaths. Make this more fun by spinning pinwheels with your breath or making a dragon craft to breathe “fire” through.
Sources Used-
7 myths about mindfulness & kids. (2019, June 10). Retrieved April 07, 2021, from https://www.missjaimeot.com/7-myths-mindfulness/
Bernhard, T. (2014, June 05). 7 myths about mindfulness. Retrieved April 07, 2021, from https://www.psychologytoday.com/ca/blog/turning-straw-gold/201406/7-myths-about-mindfulness
Carey, L. (2017, August 29). Myths and facts about mindfulness in the classroom. Retrieved April 07, 2021, from https://www.kennedykrieger.org/stories/linking-research-classrooms-blog/myths-and-facts-about-mindfulness-classroom
Child Mind Institute (2018). Children’s mental health report. Retrieved from: https://childmind.org/our-impact/childrens-mental-health-report/2018report/
Suttie, J. (2018, September 5). The myths of mindfulness. Retrieved April 07, 2021, from https://greatergood.berkeley.edu/article/item/the_myths_of_mindfulness
7 myths about mindfulness & kids. (2019, June 10). Retrieved April 07, 2021, from https://www.missjaimeot.com/7-myths-mindfulness/
Bernhard, T. (2014, June 05). 7 myths about mindfulness. Retrieved April 07, 2021, from https://www.psychologytoday.com/ca/blog/turning-straw-gold/201406/7-myths-about-mindfulness
Carey, L. (2017, August 29). Myths and facts about mindfulness in the classroom. Retrieved April 07, 2021, from https://www.kennedykrieger.org/stories/linking-research-classrooms-blog/myths-and-facts-about-mindfulness-classroom
Child Mind Institute (2018). Children’s mental health report. Retrieved from: https://childmind.org/our-impact/childrens-mental-health-report/2018report/
Suttie, J. (2018, September 5). The myths of mindfulness. Retrieved April 07, 2021, from https://greatergood.berkeley.edu/article/item/the_myths_of_mindfulness