172 • ii: MindFulnESS in EduCATing FOR SElF-REgulATiOn And EngAgEMEnT
who were less well regulated showed greater improvement in EF compared with controls
(Flook et al., 2010). As well, researchers found that students who started the Inner Kids
program with poor EF showed gains in behavioral regulation, metacognition, and overall
global executive control (Flook et al., 2010). As seen in other research studies, students who
are struggling frequently show the greatest improvements. In this case, results indicate a
stronger effect of mindful awareness training on children with EF difficulties (Flook et al.,
2010). Finally, the authors hypothesize that both the teachers’ and parents’ reported changes
suggest that improvements in children’s behavioral regulation was generalized across set-
tings (Flook et al., 2010).
learning to BREATHE (l2B)
L2B is a mindfulness-based curriculum created for classroom or group settings based on
MBSR (Greenberg & Harris, 2012; Weare, 2013). The L2B group defines mindfulness as
the practice of becoming aware of one’s present-moment experience with compassion and
openness as a basis for wise action (learning2breathe.org; Greenberg & Harris, 2012). This
curriculum is intended to strengthen attention and emotion regulation, cultivate whole-
some emotions such as gratitude and compassion, expand the repertoire of stress man-
agement skills, and help students integrate mindfulness into daily life (learning2breathe
.org). According to the program developers, each lesson includes age-appropriate discus-
sion, activities, and opportunities to practice mindfulness in a group setting (learning-
2breathe.org). The L2B curriculum has been recognized in the 2015 CASEL (Collaborative
for Academic, Social, and Emotional Learning).
The curriculum is comprised of six themes built around the acronym BREATHE
(Broderick, 2013). The B represents listening to the body, which is an introduction to mind-
ful awareness of physical sensations. The R represents reflections, the idea that thoughts
are just thoughts. Students discuss and practice so that they can explore automatic self-
talk and mindfulness as an antidote. The E represents surfing the wave of emotions
(Broderick, 2013). The content in this area is done in two parts. First, it involves discus-
sion and practice to explore emotions and their interconnection with thoughts and bodily
sensations. Second, students discuss and practice in order to uncover and learn how to
handle emotion-triggered responses and coping behaviors (Broderick, 2013). The A repre-
sents attention to body sensations, thoughts, and emotions as the foundation of effective
stress management. The content includes discussion and practice to understand stress
and its effects. The T represents taking things as they are or a nonjudgmental approach to
daily life stressors (Broderick, 2013). The content includes discussion and practice of lov-
ing-kindness to increase a sense of social responsibility and connectedness to others. The
H reflects healthy mind habits leading to reduced stress and stronger inner power. Here
the content involves an overview of previous sessions and discussion about the use of
mindfulness in daily life. Last, the E reflects the overall program theme—empowerment
(Broderick, 2013). The curriculum can be purchased: Learning to BREATHE: A Mindfulness
Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance
(Broderick, 2013).
Teachers can choose to deliver the curriculum in 6, 12, 18, or more sessions. Included
in the curriculum are the main messages and sample teacher narratives for both
6- and 18-session versions. There are in-depth descriptions of group activities, in-class