Many scientific studies have been conducted to identify the benefits of mindfulness for students. Mindfulness is a very powerful tool that can be used in education. However, only a few schools and universities are using it. There is evidence to prove that mindfulness practice in education can help students to get higher test scores and better grades.
Here are The Top 10 Benefits of Mindfulness for Students
A new study suggests that mindfulness education — lessons on techniques to calm the mind and body — can reduce the negative effects of stress and increase students’ ability to stay engaged, helping them stay on track academically and avoid behaviour problems.
Source: Harvard Graduate School
Scholarly research finds that mindfulness practice decreases stress and anxiety, increases attention, improves interpersonal relationships, strengthens compassion, and confers a host of other benefits. Below is a summary of research findings on the benefits of mindfulness.
Numerous studies show improved attention, including better performance on objective tasks that require an extensive concentration span.
Mindfulness is associated with emotion regulation across a number of studies. Mindfulness creates changes in the brain that correspond to less reactivity, and better ability to engage in tasks even when emotions are activated.
People randomly assigned to mindfulness training are more likely to help someone in need and have greater self-compassion.
Reduction of Stress and Anxiety
Mindfulness reduces feelings of stress and improves anxiety and distress when placed in a stressful social situation.
Source: Mindful School
Recent research exploring the effects of the Mindful Schools programme on 79 of 2nd and 3rd grade students (approx. 7–9 years) showed significant improvements in attention and teacher-rated social skills, both of which were sustained 3 months post-intervention.
These data support anecdotal evidence that the Mindful Schools programme results in increased focus and concentration, raised self-awareness, and a range of improvements in social skills, including empathy and conflict resolution.
The UK-based Mindfulness in Schools Project (MiSP) was established by a group of school teachers who had been teaching mindfulness in their classrooms and, having seen the benefits of doing so, collaborated with the Oxford Mindfulness Centre, a division of Oxford University’s Department of Psychiatry, and the Well-Being Institute of Cambridge University (The Mindfulness in Schools Project, 2011a).
The aim of MiSP is to ‘encourage, support and research the teaching of secular mindfulness in schools’ (The Mindfulness in Schools Project, 2011a). MiSP has created a curriculum for schools called ‘.b’. Like other mindfulness in schools programmes, .b comprises eight lessons that teach distinct mindfulness skills, which are designed to be entertaining and to promote flourishing among children and young people.
Research into the .b curriculum among 68 secondary school students showed that there were significant differences between participant and control groups in mindfulness, resilience and wellbeing. What is perhaps even more striking, however, is that the immediate effects of mindfulness training were exceeded by sustained effects measured 6 months post-intervention (Hennelly, 2011). This research suggests that the benefits of mindfulness training are not only sustainable in the short to medium term, but continue to develop positively over time.
Source: Mental Health Foundation New Zealand