Improving Student and Teacher Well-being: Incorporating Mindfulness into the Ontario Curriculum and Classroom

This qualitative research study investigates the ways teachers are practicing mindfulness in their classrooms and integrating it into the Ontario curriculum. The existing peer reviewed literature on mindfulness practices with students show that it has the ability to improve neurological processes, and support the mental health and overall well-being of students and teachers. Data for this study was collected through semi-structured interviews with one Ontario elementary teacher and one Ontario elementary school counsellor/ educator. This study draws connections between mindfulness and the current Ontario elementary curriculum while also examining the outcomes mindfulness has on students and teachers. Lastly, this study provides implications and recommendations for the next steps on using mindfulness as a way to support students’ and teachers’ in the classroom