Mindfulness and the Prosocial Classroom

A body of research has been developed over the past few decades linking mindfulness to recovery from physical and mental illness. More recently, there has been evidence of its value to children and adolescents in schools. This study sought to determine how teachers' mindfulness practices influenced their social and emotional competence and relationships with their students. The research took the form of a qualitative study using semi-structured interviews of two teachers in the Greater Toronto Area (GTA). In this research the teachers communicated greater social and emotional competence including self-knowledge and reflection and responsiveness to student needs and behaviour. The study also found that these teachers take a compassionate and non-judgemental interpretation of student motives and behaviours. This study recommends further research about teachers' personal mindfulness practices and their prosocial behaviour