experience a lot of joy in the education process. The award-winning cafe-
teria provides wonderful lunches daily. Laughter rolls out of the teacher
lunchroom. Community volunteers come regularly to work with the stu-
dents. Faculty, staff, and administrators are willing to do whatever it takes
as project deadlines approach or emergencies come up. Teachers partic-
ipate in many social activities together, and the principal has something
positive and empowering to say to the faculty at every meeting. The focus
is mindfulness, and the result is a rich environment for learning and
growth—for everyone.
A learning environment that fosters flexibility in thinking is of great
benefit to special education students with learning disabilities, and it sat-
isfies the social ideal of equal and appropriate education for all. Flexible
thinking and caring, respect for diversity, and empathic listening benefit
students with special needs by providing education that recognizes them,
supports them, guides them to their strengths, celebrates their contribu-
tions to the school culture, and strengthens their self-esteem. An exem-
plary case involves a student who had been to five schools before she
entered Waikiki School as a 3rd grader with a diagnosis of disruptive dis-
order and emotional disturbance. Instruction in the mindful behaviors, a
language and clear reasons for appropriate behavior, and being heard with
empathy and addressed as an individual in a climate of compassion have
turned this student around. She has been able to learn, to complete all
state testing, to meet standards, and to experience success in many areas
of her education. Her need for one-to-one support was reduced by 40 per-
cent in two years, and she is making consistent gains. Most important,
she is a happier person. She wants to come to school. She does her home-
work immediately after school in the resource room. She is willing to
work on her issues, and she is learning how to regulate her behavior
through mindfulness.
One student who recently began middle school reported that she is at
the top of her special education language arts class. “Even the 8th graders
are lower,” she confided happily, “and we’re going to be reading Esper-
anza!” She was talking about a children’s novel that was read and adapted
into a play. She had played the part of Esperanza in the production. “I will
be able to help everybody” she said proudly. “My writing will be the best.”
The Mindful Culture of Waikiki Elementary School 359