1. The Mindful Edge at R.H. King Academy Lois Lorimer-Nunn Teacher - Librarian 1

2. Context Stepping Stones: A Resource on Youth Development 1 – Understanding youth development: Cognitive, Emotional, Social & Physical – Transitions, resilience, & positive supports Asset-focused approach includes: – Building on strengths (positive psychology) – Meditation – Core concept: “Sense of self” 2 1 Ministry of Youth and Youth Services (ages 12-25)

3. Engaging “Self” in Youth Development 3 Self/Spirit – Enduring (yet changing) core Image from Stepping Stones 2012

4. New Curriculum Document Social Sciences & Humanities (grades 9-12) – Supporting students’ well-being & ability to learn – Mental health, resilience, & overall well-being “Well-being is influenced not only by the absence of problems and risks, but by the presence of factors that contributed to healthy growth and development.” www.mindfulnesseveryday.org4

5. Creating a Mindful Culture School-wide 5 Spring 2011: The Mindful Edge ™ after-school program Fall 2011 to present: The Mindful Edge for Grade 11 Leadership classes Action Research Study The Stress-Less Club drop-in sessions The Mindful Minute – Give Your Brain A Break Fall 2012: Mental Health Literacy Curriculum Fall 2013: SMART in EDUCATION™ Training for Educators

6. Looking at Stress 6

7. 7 A. Students’ Worries: Grades 7+8 versus Grades 9-12 What stresses students? 2011 TDSB Student Census

8. 8 B. Students’ Positive Feelings: Grades 7+8 versus Grades 9-12

9. Social and Emotional Well-being Grades 9-12 9 C. Emotional Challenges: Grades 9-12

10. Social and Emotional Well-being Grades 9-12 10 D. Physical Symptoms: Grades 9-12

11. TEENAGE BRAIN 11 NEUROSCIENCE: Effects of chronic stress, abuse, or neglect: – Brain’s plasticity makes it vulnerable to stress AND open to intervention – Energy into “stress-activated” areas of the brain at expense of other “thinking-activated” areas – Quick & strong physiological stress response in adolescents because the prefrontal (regulation) cortex is immature – “Fight or flight” response overwhelms attention, impulse control, sleep patterns, and fine motor control – High activation of limbic system affects perception (Fear  Dangerous world; Calm  Peaceful world) – Stressed brains focus us on survival, not learning and development of social & cognitive skills

12. The Mindful Edge™ Stress Reduction and Life Strategies for Teens 12 Lesson 1Introduction to Mindfulness & the physiology of Stress Lesson 2Foundations of Mindfulness: Mindful Attention Breath & Body Lesson 3Perception & Thinking Out of the Box, Neuroscience Lesson 4Mindfulness of Thoughts Lesson 5Paying Attention to Emotions (Feelings) / Moods Lesson 6The “About to” Moment – Making Wise Choices Lesson 7Communication – Relationships: Mindful Speaking & Listening Lesson 8Me to We: The Mindful Connection Field TripInterconnectedness – Mindfulness of the Environment Goal: Empowerment – Skills for being with the ups and downs in life

13. 13 Question #1 - Does The Mindful Edge program improve students’ abilities to recognize and identify symptoms of stress?

14. 14 Question #2 - If so, are they adopting more effective strategies when trying to reduce the unhealthy effects of stress?

15. Scheduled Stress Lowering Clinics 15 Stress Less Club Clinic

16. Quiet Zones with Low Lighting 16

17. 17 Benefits of Mindfulness for Students Supports “readiness to learn”. Promotes academic performance. Strengthens attention and concentration. Reduces anxiety before testing. Promotes self reflection and self calming. Improves classroom participation by supporting impulse control. Provides tools to reduce stress. Enhances social and emotional learning. Fosters pro-social behaviours and healthy relationships. Supports holistic well-being. From Mindful Teaching and Teaching Mindfulness, A Guide for Anyone Who Teaches Anything by Deborah Schoeberlein

18. Mindfulness is….. 18 Paying attention to your life, here and now, with kindness and curiosity Dr. Amy Saltzman

19. 19 What Students Say About TME… 1. What did I learn in this program? I learned how to listen to others, really listen to them instead of saying everything you want to say. How to eat mindfully and really savour the food you eat. 2. What’s the most important message for me? Use mindfulness when talking, listening, wanting to study for a test, etc. 3. How will I use what I learned in life? In life when someone says something I really do not like, I use mindfulness to think about it and give a response instead of a reaction, where the consequences may be negative. * I learned how to control my mind through stressful and horrible times. Before when I approached a problem and it made me angry, I would be physically violent. Now, I use these mindful skills and think before I react to any sort of problem. Also, I have learned how to relieve the stress and get it all out by doing mindful yoga. This course helped me a lot and made me a better person.

20. Summary: Sit in a comfortable position with a straight back, eyes closed or with a soft gaze. Allowing your body to become still, as best you can. Allowing your mind to settle, as best you can. Following the feeling of the breath as you inhale and exhale. Breathing in…Breathing out… If your attention wanders, as it will, gently return your attention to the feeling of breathing in and breathing out. Taking three mindful breaths can help calm your body, which can relax your mind, and help you respond with awareness in challenging situations. 20 The Mindful Minute Give your brain a break……

21. Mindful Minutes 3-minute sitting meditation or “brain break” school-wide Music and narration by students with help from The Mindful Edge Teacher training Parent Council Grade 8 Transition 21

22. Stress-reducing Exercise More Contributors to Wellness 22 Audioclips for Meditation Stress-reducing Exercise

23. SMARTinEDUCATION™ 23 Stress Management and Relaxation Training for Educators Evidence-based program Addresses skill gaps of educators (K-12) Helps professional support staff Fosters calmness needed by students. Develops ability to recognize, tolerate, and transform responses to challenging emotions through exercises and discussions connected to the experience in the classroom. OUTCOME: TEACHERS OBTAIN A “SMART TOOL BOX” TO: Develop greater emotional awareness Create more effective strategies for relating to difficult situations Apply mindfulness training to interactions with others Improve health and well-being.

24. The Mindful Edge at R.H. King Academy Lois Lorimer-Nunn Teacher - Librarian 24