Mindfulness and Social Emotional Learning: The Lived Experience of Students Learning English as a Second Language

In a phenomenological case study, the author sought to gain an awareness of the lived experiences of 4th and 5th grade ESL students, their parents, and their teachers who participated in the MindUp mindfulness curriculum. The author was interested in the relationship between the mindfulness curriculum and SEL based on the perspective of all three participant groups. Qualitative interviews were conducted with 3 students, at least one parent of each of those three students, and the two classroom teachers who conducted the MindUp lessons. Five main themes developed from coding of the raw data: (1) positive impact on students; (2) calm classroom environment; (3) teacher common interest in brain development; (4) connection to other content; and (5) differences in gender. The results of the data suggested a positive relationship between the MindUp mindfulness curriculum and increased SEL (i.e. increased self-confidence, curiosity, and a more calm disposition) in all three ESL students