152 • PART II: MINDFULNESS IN EDUCATING FOR SELF-REGULATION AND ENGAGEMENT
CONCLUSION
The focus of this chapter was learning how to surf the up-and-down waves of daily life
experiences in school and at home. The chapter provided a review of informal mindfulness
practices as a key support for sustained presence in a mindful classroom and school. Inquiry,
gratitude practice, and setting positive intentions were reviewed as ways of cultivating an
overall positive attitude, an approach mental set, and broaden-and-build emotions to chal-
lenges and daily events (Cook-Cottone, 2015). Supportive thought processes such as RAIN
and the Morita method were reviewed as ways to work through daily cognitive and mental
challenges and cultivate a mindset oriented to engagement and growth. Finally, several spe-
cific informal mindful practices were reviewed that can help you and your students practice
informal mindfulness daily. See David (2009), Greenland (2010), Olson (2014), Rechtschaffen
(2014), and Willard (2016) for even more ideas for informal mindful practice with children
and adolescents.
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