94 • PART II: MINDFULNESS IN EDUCATING FOR SELF-REGULATION AND ENGAGEMENT CHAPTER 5: THE MINDFUL CLASSROOM • 95
Age DevelopmentAl notes minDfulness prActice tips
Grades
6–8- In formal operative thought (still
benefit from concrete examples and
lived experiences, can learn some
abstractions, can think about their
thinking) - Mindfulness practices are used to
defuse stressors, support reliance
on inner value systems, and further
develop impulse control - Bodies, minds, and social roles are
changing rapidly - Aware of violence and trauma in the
community and culture - Increased risk for self-harm, substance
use, risky sexual decision making, and
school failure - Self-doubt, sexual orientation, and
gender identity issues begin to
emerge - Bullying experiences peak in middle
school - Benefit from an honoring of
independence and connectedness to
others- Mindfulness lessons 30–60 minutes
- Silent practice can extend to
20 minutes - Teach lessons along with explanations
of their benefits - Teach how lessons can be integrated
into lives out of school - Rotating class schedules create
implementation challenges and
necessitate team work - After-school mindfulness clubs,
mindfulness-based interventions,
and mindfulness/yoga integrated
into wellness and physical education
classes create accessibility - Lessons learned in mindfulness/
yoga training can be used in service
requirements (e.g., teaching younger
students mindfulness)
Grades
9–12- In formal operative thought (still
benefit from concrete examples and
lived experiences, can learn some
abstractions, can think about their
thinking) - Mindfulness practices are used to
defuse stressors, support reliance
on inner value systems, and further
develop impulse control - Getting pulled in many directions—
family, friends, media, school
pressures, and larger life decisions - Questioning who they are with
tensions between fitting in and
personal authenticity - Peer-centered
- Body issues and body image
problems can be central - Long to be self-determined
- Mindfulness lessons 30–90 minutes
- Present new concept, practice tool,
and allow for dialogue and reactions - Practices can be used before tests,
athletic events, and other potential
stressful experiences - Rotating class schedules create
implementation challenges and
necessitate team work - After-school mindfulness clubs,
mindfulness-based interventions,
and mindfulness/yoga integrated
into wellness and physical education
classes create accessibility - Lessons learned in mindfulness/
yoga training can be used in service
requirements (e.g., teaching younger
students mindfulness) - Journals can be useful tools of self-
reflection and growth - Use body-positive talk
- Integrate sharing and partner work
- Support self-determination
- Encourage mindfulness-based school
projects
Source: Cook-Cottone (2004), Cook-Cottone, Tribole, and Tylka (2013), David (2009), and Rechtschaffen (2014).
TABLE 5.1 Mindfulness Practice by Age (continued )