Adapted from and informed by: Tantillo Philibert, C.. (2017). Everyday SEL in elementary school: Integrating social-emotional learning and mindfulness into your classroom. London: Routledge.
Mindfulness should be practiced in the classroom as a strategy not just for “under-preforming children” or certain students who need strategies to help to sort out behavioral issues, but for all students and teachers alike as a collective learning process. We all experience stress, negativity, and anxiety in our lives, and learning skills and strategies to cope with these situations has life-long benefits for all.
Working towards a deeper understanding of SELF empowers learners and educators, increases self-esteem, and gives a better understanding of personal responsibility and emotional awareness.
This refers to stress and anxiety management, problem solving, decision making skills, coping skills, emotional expression, and adaptability. The ability to self-regulate gives learners and educators the skills to consciously make positive behavioral choices.
This refers to active listening, empathy, and community-building oriented decisions, which moves the mind from viewing the world through a fault-based, “Why me?” mindset to a positive, proactive view.
Balance Between Self-Efficacy and Social Harmony
When learners and educators are able to find their voice and balance the needs of SELF with the needs of SOCIAL, they achieve a feeling of balance in feeling centered and present with the world around them. Skills relating to this competency include leadership, collaboration, ability to manage vulnerability, communication, teamwork, and the ability to manage relationships with SELF and with SOCIAL.