Mindfulness in Education

It is common to think of breathing as an essential biological function involving gaseous exchange that goes on continuously for as long as an organism is alive. However, breathing is much more than a physiological function. It has also cultural and historical associations that link it with life, individuality, energy, creativity, inspiration, and spirituality. Breathing brings matter and meaning together and seldom do we stop to think about the forms this entanglement takes, and whether they bring well-being or not to our lives. Fortunately, this is changing, and many disciplines are now bringing their attention to the multiple dimensions of breath to think about ways in which becoming more conscious of breathing can improve the quality of our lives.

This paper explores the functional integration of Emotional Intelligence (EI) and Mindfulness. While EI provides the framework for identifying and managing emotions, Mindfulness offers the attentional training necessary to execute these processes without reactivity. This synthesis suggests that the "synergy" between the two leads to enhanced self-regulation, prosocial behavior, and cognitive flexibility.

Background: Mindfulness-based programming comprising both formal (FM) and informal (IM) mindfulness practice is increasingly offered to university students. However, difficulties with emotion regulation, selfcriticism, and a potentially complex relationship with their body may undermine the benefits of FM for students with a history of nonsuicidal self-injury (NSSI), given its requirement of sustained attention on thoughts, emotions, and bodily sensations. IM may be better tolerated by these students. This protocol describes a randomized controlled trial comparing a brief FM practice, a brief IM practice, and an active control task in university students with and without recent NSSI. Methods: Recruitment began in November 2022. An online, parallel-group, single-blind, randomized controlled trial will compare a 10-min, single-session FM practice, a 10-min, single session IM practice, and a 10-min, single session active control task in university students with and without recent NSSI. Outcomes will be assessed immediately pre-intervention and within five minutes post-intervention. The primary outcome will be state mindfulness. Secondary outcomes will be state stress, state well-being, and acceptability. Students with a history of NSSI are expected to report (i) greater improvements in state mindfulness, stress, and well-being, and (ii) greater acceptability in the IM condition, relative to the FM and control conditions. This distinction is not expected to occur in the no-NSSI comparison group. Conclusion: This trial is the first to parse out the impacts of FM versus IM practice among university students with and without a history of self-injury. Findings will be relevant to academic and clinical audiences within university settings.

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The Multidimensional perspectives of mindfulness in the work context is increasing as organizations constantly face challenges such as competition, high burn-outs, emotionally draining work roles, fake expressions, decision biases, emotional exhaustion, task and contextual performance, technological and informational changes, globalization and cultural diversity. This study is conducted to examine the effect of Mindfulness on the job performance of employees in Educational Organisations of Mumbai on selected variables. Mindfulness is simply being attentive and aware of what is happening right now without thinking if it would be different. The objective is to study the effect of mindfulness on job performance of employees in educational organisations of Mumbai. To achieve the objectives, data was collected probing the aspects of Mindfulness related to the job performance. The data was analysed through calculating Mean, SD, t-test, ANOVA. It was concluded that Salary, Marital status and Gender has significant effects on job performance of the employees in educational organisations of Mumbai. Overall comparisons reflected that Divorced employees are found to be more mindful than single and married employees.

Mindful Transformation" describes a form of engagement that allows participants to perceive a place's ongoing change and transformation (impermanence) as a personal experience, in which they are actively involved. It can inspire insight into the interconnectedness of past, present and future, and thus the possibility of transformation through concrete actions and decisions made in the present moment. I suggest that by integrating mindfulness practices into Public Engagement, participants are invited to develop their own discoveries about and their connection to the given place-intellectually, somatically and emotionally.

Mindfulness programs have been adapted to the school environment to
facilitate learning and reduce failure. We aimed to test the effectiveness of
a 12-week mindfulness program on academic performance and executive
functions for K-12 students from public elementary and high schools in Spain
and Italy (N = 207). A quasi-experimental repeated measures design was used
for two nonrandomized groups (mindfulness vs. control). Within-subjects
outcomes were mean scores in language and mathematics, and scores on
the Behavior Rating Inventory of Executive Function (BRIEF) for three measurement points (pretest, posttest, follow-up). The between-subjects variables were intervention (mindfulness vs. control), country (Spain vs. Italy),
and educational stage (elementary vs. high school). The mindfulness group
improved academic performance and, albeit slightly, executive functions.
The positive impact on academic performance was found to be greater
among K-8 students, while a greater improvement was observed in executive
functions among high school students. After the program, the greatest
changes in executive functions were reported on the Behavioral Regulation
Index, Inhibition, and Working Memory subscales. Mindfulness in schools
could effectively improve academic achievement and executive functions
among students in grades K-12. However, future research is needed to
confirm these findings.

Several studies have demonstrated the positive impact of Mindfulness-Based Interventions (MBIs) in treatment of diseases and mental disorders in adults. MBIs are being adapted on children and 1 Endereço para correspondência: Universidade Federal do Rio Grande do Sul, Instituto de Psicologia, rua Ramiro Barcelos, Laboratório de Fenomenologia Experimental e Cognição, 2600, Porto Alegre, RS, Brasil 90035-003. Fones: (51) 9911-0542, (51) 3308-5261, (51) 3308-5246. Fax: (51) 3308-5473. E-mail: tiagotatton@gmail. com, [email protected] Os autores agradecem à Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) pelo fi nanciamento do trabalho. Taton-Ramos, T. P., Simões, R. A. G., Niquice, F. L. A., Bizarro, L., Russell, T. A. 1376 adolescents in school environment. This paper aims to discuss the necessary adaptations, the role of self-compassion, the interventions effects and the teacher training, through three MBIs adapted for schools: Dot-Be, MindUp, and Learning ...

With the goal of improving students' emotional control, interpersonal skills, resilience, and general well-being, social-emotional learning (SEL) has become a vital part of holistic education. The potential of incorporating yoga-based instruction into school curricula to improve SEL outcomes for kids and teenagers has gained more attention in recent years. This meta-analysis assesses how well yoga education curricula foster SEL abilities by methodically reviewing and synthesizing empirical data from studies published over the previous 20 years. A total of X studies (insert number where available) from various age groups, educational environments, and intervention types were examined. Results show that self-awareness, self-management, emotional regulation, empathy, mindfulness, prosocial behaviour, and classroom engagement are all greatly enhanced by curricular yoga treatments. The study also emphasizes how curriculum design, instructor preparation, and intervention duration all have moderating influence on SEL results. The overall findings clearly support the inclusion of structured yoga education in school programs as a practical strategy to improve kids' social-emotional development, despite considerable variation in study designs. To maximize the benefits of SEL, future research should concentrate on longitudinal impacts, culturally relevant curriculum approaches, and integration with digital or hybrid platforms.

in depression, anxiety, and stress, alongside increases in positive affect and life satisfaction. These improvements were maintained or strengthened at T2. However, the control group showed no significant changes over time. Additionally, parents in the MBCT group reported indirect improvements in their children's behavioral adjustment at T1 and T2. Conclusions: Findings demonstrate that MBCT constitutes an effective intervention for reducing parental psychopathology and indirectly supporting parent-perceived improvements in child behavior, emphasizing the importance of incorporating mindfulness and mindful parenting components into family-centered interventions for parents of children with ASD.

Today, mindfulness is a worldwide trend in psychology, education, and health sciences, but it is still inherent in the significant spiritual framework of early Buddhism. This study revolves around the concept of mindfulness (Sati) in Buddha's Aṣṭāṅga Mārga (Noble Eightfold Path), providing a holistic view of its philosophical basis, ethical source, and practical implications. The examination through scriptural sources, present-day views, and scientific results defines mindfulness as a mind exercise as well as a powerful change agent that leads the individual to liberation (Nirvana). The paper identifies mindfulness as the main idea that links wisdom (prajñā), ethical conduct (śīla), and mental cultivation (Samadhi). At last, the written study reflects on the significance of the old Buddhist doctrines for the present-day therapeutic, educational, and organizational environments.

This study examined how socioemotional competencies (SECs) relate to happiness, with mindfulness and success as potential mediators. Among 224 participants (69% women; mean age 23.29) from the U.S. and Nepal, SECs were significantly linked to mindfulness (β = .35, p < .001), success (β = .38, p < .001), and
subjective happiness (β = .39, p < .001). Mindfulness showed a direct association with subjective happiness (β = .27, p < .001) but did not mediate the SECs and happiness relationship. Success emerged as a significant mediator (β = .33, p < .001), indicating its role in translating SECs into happiness. Additionally, U.S. participants reported higher subjective happiness than those from Nepal (β = .15, p < .01), suggesting cultural influences. These results highlight the complementary roles of SECs, mindfulness, and success in fostering
happiness and emphasize the need for culturally sensitive interventions.
Keywords: Socioemotional competencies, social emotional learning, success, mindfulness, happiness, cultural differences

In an era defined by rapid social change, digital influence, and increasing emotional pressures on children, the need to intentionally nurture resilience has become a global imperative. Raising Resilient Kids: Proven Strategies for Nurturing Confidence and Emotional Strength is a comprehensive, practice-oriented work designed for parents, educators, and researchers who are committed to raising emotionally strong, confident, and adaptable children. For parents, the book serves as a practical and compassionate guide to everyday resiliencebuilding. It equips families with evidence-informed strategies to foster emotional regulation, confidence, growth mindset, and positive responses to failure and change. Addressing real-life F 0 9 7 parenting challenges including digital-age parenting, emotional intelligence, physical well-F 0 9 7

This article explores the significant role that positive psychology plays in the development of character. It begins by thoroughly examining the foundational principles of positive psychology, including its origins, key concepts, and the major figures who have shaped the field, such as Martin Seligman and Mihaly Csikszentmihalyi. This foundational understanding is crucial because it sets the stage for understanding how positive psychology differs from traditional psychology by focusing not just on alleviating mental illness, but on fostering well-being, flourishing, and the cultivation of strengths and virtues. The article proceeds to explore the core concepts and theories within positive psychology that directly contribute to character building. These include the study and application of character strengths and virtues, which are central to positive psychology's approach to human development. For example, the VIA Classification of Character Strengths, developed by Peterson and Seligman, categorizes virtues into broad categories such as wisdom, courage, humanity, justice, temperance, and transcendence. The article analyzes how these strengths are not just inherent qualities but can be developed and enhanced through specific interventions and practices. In addition to theoretical exploration, the article emphasizes practical applications, showing how positive psychology interventions are used to cultivate these strengths in real-world settings. It examines interventions such as gratitude exercises, mindfulness practices, and strengths-based approaches, which have been empirically shown to foster character development. By highlighting the effectiveness of these interventions, the article demonstrates how positive psychology provides concrete tools for individuals to build stronger, more resilient, and virtuous characters.

The documentary "Room to Breathe" (2012) centers on the transformative effects of a mindfulness program implemented at Marina Middle School in San Francisco, targeting at-risk 7th-grade students. The film delves into the personal stories of students like Omar, Lesly, Jacqueline, and Gerardo, meticulously tracing a 15-week process of change, a gradual journey from initial resistance to slow acceptance and eventual utilization of the technique. Beyond the film, let's discuss the consequences of mindfulness, not just psychologically, but also ethically, neurocognitively, and sociopolitically.

The growing interest in mindfulness-based education highlights the need for approaches that integrate cultural and spiritual traditions to support students' holistic development. This study aims to examine the effectiveness of a Buddhist meditation retreat combined with mindful living education in enhancing mindfulness and compassion among students in Palembang City, Indonesia. Using a quasi-experimental design with pre-test and post-test control groups, the research selected 120 students from a population of 170 through the Slovin formula. Participants were divided into experimental and control groups across junior and senior high schools. The experimental group attended a structured retreat that combined traditional Buddhist practices, such as mindful breathing, insight meditation, and loving-kindness meditation, with mindful living activities inspired by Zen Master Thich Nhat Hanh's teachings, including cultivating awareness in daily routines, deep listening, and compassionate communication. Data were collected using researcherdeveloped questionnaires. Results showed that the experimental group experienced significant improvements in mindfulness and compassion, whereas the control group displayed minimal changes. Baseline equivalence was established, and post-test comparisons consistently favored the experimental group. These findings suggest that culturally grounded mindfulness programs can foster emotional awareness and prosocial behavior in youth. Practically, the study encourages educational institutions to adopt mindfulness interventions and recommends further research with broader populations, validated instruments, and long-term evaluation.

Summary Child and adolescent mental health and wellbeing (MHWB) have received greater attention in recent years due to increases in mental ill health and reports of decreasing subjective wellbeing. The School Health and Wellbeing Improvement Research Network (SHINE) was established to create a national infrastructure to support Scottish schools to collect and use health and wellbeing (HWB) data to inform school improvement action planning. This study aimed to evaluate a pilot of SHINE’s provision of school-level HWB data reports from the Health Behaviour in School-aged Children survey and their impact on school action planning. Using a qualitative case study design, we collected data in four local authorities across Scotland via pupil and school staff focus groups (n = 23 groups), and from interviews with senior leaders, school SHINE Leads, other relevant school-level stakeholders, local authority (LA) HWB and data leads (n = 30 interviews). Data analysis was supported using Normali...

Este estudo faz uma tradução do verso em pāli de Tissā do Therīgāthā, investigando a interpretação das mulheres no budismo da tradição Theravāda e seus textos em pāli. Utilizando uma abordagem comparativa, o trabalho examina as traduções do verso de cinco autores religiosos e pesquisadores da área, a fim de verificar possíveis variações interpretativas e suas implicações. O objetivo é observar como a tradução pode influenciar a percepção do feminino e destacar a relevância do contexto histórico-cultural de desenvolvimento desta tradução budista e seus textos. Em um contexto religioso seriamente marcado por desigualdade de gênero, a presença destas perspectivas pode desafiar interpretações históricas tendenciosas e enriquecer o entendimento. Em um país pouco influenciado pela tradição budista já muito patriarcalizada, a tradução do pāli para a língua portuguesa destes textos, pode oferecer uma chance de revisitar e reformular compreensões de gênero nesta tradição religiosa.

Perpustakaan universitas tidak hanya berfungsi sebagai pusat literasi informasi dan penelitian, tetapi juga berpotensi menjadi ruang yang mendukung kesejahteraan mental mahasiswa. Penelitian ini bertujuan untuk menganalisis integrasi biblioterapi dan ruang relaksasi di perpustakaan kampus sebagai strategi untuk meningkatkan kualitas akademik dan kesehatan mental mahasiswa. Metode penelitian yang digunakan adalah kualitatif deskriptif melalui studi kasus, wawancara, dan observasi fasilitas. Hasil penelitian menunjukkan bahwa perpustakaan yang menyediakan program biblioterapi dan ruang relaksasi dapat menurunkan tingkat stres, meningkatkan motivasi belajar, dan memperkuat keterlibatan akademik mahasiswa. Makalah ini memberikan rekomendasi strategis bagi pengelola perpustakaan untuk mengembangkan layanan inovatif yang mendukung kesejahteraan mahasiswa secara holistik.

This presentation explores the critical distinction between right mindfulness (sammā-sati) and wrong mindfulness (micchā-sati) in Early Buddhist philosophy. It examines how secular and Hindu adaptations often detach mindfulness from its ethical, philosophical, and soteriological roots, reducing it to a technique for stress relief or blissful absorption. Drawing on the Noble Eightfold Path, particularly the Mahācattārīsaka Sutta (MN 117), it highlights that right mindfulness must be grounded in virtue (sīla), wisdom (paññā), and liberation (vimutti). Ultimately, the presentation argues that true mindfulness can only be realized within the integrated framework of the Eightfold Path, ensuring both ethical integrity and transformative depth.

Medical students frequently experience elevated levels of stress and burnout, which can adversely affect their well-being and academic performance. This randomized controlled trial evaluated the effectiveness of an eight-week mindfulness training program in reducing stress and burnout among medical students. A total of 120 medical students were randomly assigned to either the mindfulness training group (n = 60) or a waitlist control group (n = 60). The intervention consisted of weekly one-hour sessions incorporating guided meditation, mindful breathing, and cognitive awareness exercises. Primary outcomes measured included the Perceived Stress Scale (PSS-10), the Maslach Burnout Inventory (MBI) subscales for emotional exhaustion and depersonalization, and the General Well-Being Scale (GWBS). Assessments were conducted at baseline, post-intervention (week 8), and at a three-month follow-up. Results indicated that, after eight weeks, students in the mindfulness training group experienced a significant reduction in perceived stress, with an average decrease of 25%, compared to a 5% reduction in the control group. Emotional exhaustion decreased by 20% in the mindfulness group, while the control group showed a 3% improvement. Depersonalization scores dropped by 30% in the mindfulness group, compared to a 6% reduction in the control group. Additionally, well-being scores improved by 18% in the mindfulness group, whereas the control group showed a 2% increase. Effect sizes for stress reduction and well-being improvements were large, while those for emotional exhaustion and depersonalization were moderate. At the three-month follow-up, 85% of students in the mindfulness group maintained their improvements in stress and burnout scores. These findings suggest that integrating mindfulness programs into medical curricula could be a valuable strategy for enhancing student resilience and mental health. Future research should explore longterm benefits and methods for broader implementation of mindfulness training in medical education.

Menopause is a complex life transition shaped not only by hormonal and physiological changes but also by deeply
embedded psychological, cultural, and social factors. This review explores the socio-physiological role of social
support in menopausal adaptation, drawing on evidence from clinical, cross-cultural, and psychosocial studies.
Findings consistently show that supportive relationships—whether from family, peers, healthcare providers, or
workplace structures—can reduce symptom severity, buffer psychological distress, and enhance resilience. Social
support mediates both emotional well-being and physiological responses, such as cortisol regulation and improved
sleep quality. Cultural contexts that normalize menopause are linked to more positive experiences, while stigma
and isolation intensify distress. By integrating biological, emotional, and social mechanisms, this study reframes
menopause not as a period of decline, but as a dynamic and adaptive phase of life. It argues for healthcare
interventions and community programs that center relational support as a core component of midlife women’s
health, advancing a biopsychosocial model that reflects the true complexity of menopausal experience.

Higher education plays a critical role in preparing students for academic success and professional demands, requiring not only intellectual development but also psychological resilience to manage stress, anxiety, and emotional challenges. Mindfulness has emerged as an effective practice for enhancing self-awareness, emotional regulation, and sustainable mental health, yet its integration into higher education programs remains underexplored. This study investigates the lived experiences and perceptions of students in higher education regarding mindfulness practices as a means to foster sustainable mental health and academic well-being. Utilizing a qualitative phenomenological design, semi-structured interviews were conducted with 50 students from a higher education institution in Maharashtra, India. Data were analyzed through thematic analysis, with credibility ensured via triangulation and member checking. Four themes emerged: (1) mindfulness as a stress-relief strategy, (2) improved concentration and self-awareness, (3) emotional regulation and resilience, and (4) challenges in practicing mindfulness. Findings suggest that embedding structured mindfulness modules in higher education curricula can enhance students' mental health, equipping them to navigate academic and personal challenges effectively. This integration may improve learning environments and academic outcomes, offering a pathway to sustainable well-being in higher education.

This study explores the ethical principles of mindfulness from a Buddhist perspective and examines its relevance in contemporary practice. Drawing from canonical sources such as the Pāli Canon, the research defines mindfulness (sati) not merely as present-moment awareness but as a deeply ethical practice rooted in the Four Foundations of Mindfulness (Satipaṭṭhāna) and integrated with core Buddhist virtues-sīla (moral conduct), samādhi (concentration), and paññā (wisdom). The research addresses the growing concern over the ethical dilution of mindfulness in secular applications, particularly in therapeutic, educational, and organizational contexts. The objective of this study is to re-establish the ethical dimensions of mindfulness by analyzing its interconnection with intention (cetanā), compassion (karuṇā), loving-kindness (mettā), and non-harming (ahimsa). Methodologically, the research employs a qualitative approach grounded in textual analysis of Buddhist scriptures and contemporary scholarly literature.

Bridging the latest advancements in neuroscience, workplace spirituality research, and the innovative discipline of "innovationology," this pioneering article unveils unprecedented breakthroughs in harnessing the power of embodied cognition to drive transformative innovation. By deeply integrating somatic awareness, contemplative practices, and systemic thinking, the author presents a radical new framework for cultivating breakthrough problem-solving capacities, heightened creativity, and collective intelligence. Drawing on diverse case studies and interdisciplinary research, this groundbreaking work offers profound insights into how the wisdom encoded within the human body-mind can be purposefully leveraged to catalyze innovative solutions to our most pressing global challenges. The visionary ideas explored here represent a major leap forward in redefining the role of the embodied self in driving systemic transformation.

Nicole Albrecht and Karen Ager’s 2025 Wellbeing Model presents a multidimensional, systems-based approach to student wellness. Grounded in systems thinking and educational theory, the model encompasses eight interconnected dimensions: physical, emotional, social, cognitive, spiritual, environmental, creative, and digital. It embeds wellbeing into four educational domains—learning environment, curriculum, partnerships, and policy—and places student voice at the centre of the model. By integrating wellness into educational contexts and responding to contemporary issues such as digital health and ecological awareness, the model promotes a dynamic, lifelong process of wellbeing that supports holistic student development within interconnected personal and societal systems.

Here is a lesson plan for 13-year-olds in a botanical garden based on Morgan and Albrecht's Ecological Mindfulness Model, designed by AI to deepen students' connection to nature through contemplative practice, mindful action, and environmental kindness.

An art lesson plan for 10-year-olds inspired by Nicole Albrecht's Mindfulness-based Holistic Model of Creativity and generated by AI, integrating the six key components: mindful awareness, spirituality, environmental connection, focusing and task commitment, motives and motivation, and openness and tolerance of ambiguity.

The Mindfulness-based Holistic Model of Creativity, developed by Nicole Albrecht (2016), redefines creativity as a mindful, intuitive process rather than a product-driven outcome. Rooted in mindfulness practice, the model emphasizes presence, self-exploration, and non-attachment to results. It identifies six core internal components—Mindful Awareness, Spirituality, Environmental Connection, Task Commitment, Motivation, and Openness—interacting with local, institutional, and global systems. This holistic perspective shifts the creative focus from external validation to inner transformation and wellbeing. Albrecht’s model advocates for creativity as a deeply personal and contextually influenced experience, where the process itself becomes the essence of creative expression and growth.

This study aims to explore the relationship between mindful education and human moral development, with a focus on the improvement of mindfulness practices in encouraging ethical actions and emotional management skills. By combining theoretical frameworks and empirical research, we investigate how mindfulness cultivates self-awareness, empathy, and compassion–key components of moral development. We also discuss the application of mindfulness within the contemporary educational context, whereby evidence is provided on enhancement of learners’ moral reasoning and decision-making abilities. Further, we explore how mindful education helps people develop social responsibility and engage in prosocial activities. In reaction to the literature and cases presented in this study, suggestions are made enabling understanding of how beneficial mindfulness may be towards the development of moral behavior, and why it should be incorporated within the education system.  Finally, we argue that mindful education is not only beneficial for personal health, but it can also help build a more ethical and sustainable society.

Teacher well-being is essential for student success, yet burnout remains a persistent challenge, especially after the COVID-19 pandemic. This study explores the use of the Internal Family Systems model as an innovative approach in supporting teacher well-being through the development of Self-Leadership. Conducted across seven schools in two school districts in the United States, this phenomenological study examines K-12 teachers' experiences after participating in P.A.U.S.E., a well-being program designed to nurture their Self-Leadership. Through qualitative analysis of focus group data, we identified three key themes: 1) the transformative impact of Self-Leadership practices on teachers and students; 2) the importance of Self-Led facilitation and collaborative practice; and 3) a longing for more collective, systemic approaches to well-being across school communities. Findings suggest that integrating IFS concepts into well-being programs can enhance teachers' ability to regulate their emotions, reduce stress, and improve teacher and student relationships. This study contributes to current understandings of teacher well-being by investigating how concepts from IFS, particularly Self-Leadership, can be effectively adapted to support both teachers and students in K-12 educational settings.

Mindfulness practices in education have traditionally been used as tools
for stress reduction during high-pressure moments, such as exams, or as
strategies to improve focus and academic performance. However, their
potential to foster a deeper sense of belonging among students—a
critical factor for well-being and engagement—remains underexplored.
This chapter examines the transformative role of mindfulness in
cultivating social-emotional connections within classroom and school
settings. By shifting the emphasis from individual achievement to
collective well-being, we assert that mindfulness can nurture empathy,
compassion, and a sense of shared humanity among students. These
qualities are essential for creating inclusive, supportive learning
environments where students feel valued and connected. More
specifically, drawing on research of mindfulness, social-emotional
learning (SEL), and educational psychology, this chapter explores how
mindfulness practices can be integrated into school curricula not only
to relieve stress or enhance academic outcomes but also to educate and
nourish the student’s whole being. We also offer practical strategies for
educators to adapt mindfulness-based interventions to promote
interdependence while addressing concerns about incorporating
Buddhist wisdom-based practices in schools. Ultimately, this chapter
argues that mindfulness, when applied with a focus on community and
relationships, can transform educational spaces into nurturing
environments that support both academic success and holistic wellbeing.

As I embark on exploring the core argument of this paper:how to build a bridge between ancient wisdom and modern challenges, I am encouraged by the positive feedback received from my TA on the paper proposal, affirming its clear thesis and direction, and noting that the description of my personal interest already laid a strong foundation for the paper. This positive assessment gives me greater confidence in articulating the key tension of this exploration: On one hand, personal spiritual growth and the pursuit of inner peace are undoubtedly central to many ancient wisdom traditions, representing, as John Hick (2004) explored, a human response to transcendent reality;however, when confronting the severe systemic challenges of the 21st century,such as climate change, systemic injustice, and technological ethics, the responses confined solely to the individual level are clearly insufficient. The immense scale and complexity of these problems demand collective wisdom and action. Crucially, this does not negate the value of personal cultivation; rather it underscores the profound insight of 'interconnectedness' common to many traditions: no individual can thrive in isolation from the overall health of society and nature. Therefore, for ancient wisdom to truly exert its positive influence today, we must move beyond its original context and purely personal applications to engage in active 'reinterpretation and application'. This means deeply grasping the essence of core principles, such

As I embark on exploring the core argument of this paper:how to build a bridge between ancient wisdom and modern challenges, I am encouraged by the positive feedback received from my TA on the paper proposal, affirming its clear thesis and direction, and noting that the description of my personal interest already laid a strong foundation for the paper. This positive assessment gives me greater confidence in articulating the key tension of this exploration: On one hand, personal spiritual growth and the pursuit of inner peace are undoubtedly central to many ancient wisdom traditions, representing, as John Hick (2004) explored, a human response to transcendent reality;however, when confronting the severe systemic challenges of the 21st century,such as climate change, systemic injustice, and technological ethics, the responses confined solely to the individual level are clearly insufficient. The immense scale and complexity of these problems demand collective wisdom and action. Crucially, this does not negate the value of personal cultivation; rather it underscores the profound insight of 'interconnectedness' common to many traditions: no individual can thrive in isolation from the overall health of society and nature. Therefore, for ancient wisdom to truly exert its positive influence today, we must move beyond its original context and purely personal applications to engage in active 'reinterpretation and application'. This means deeply grasping the essence of core principles, such

The beauty of human development is that, as unique individuals, we all develop different characterisation profiles. It is this combination of diverse strengths that makes us all different, and there is now a developing interest in what is known as signature strengths that explore this in finer detail. In restaurants reviews the well-known, key dishes are called signature dishes and are always on the menu because they develop a following. The Sydney Morning Herald's food writer, Myffy Rigby (2019), examined the issue of signature dishes, as she asked the question: So, is a signature dish is a help or a hindrance when it comes to running a successful restaurant business? Good Food senior critic and Good Food Guide panel member Terry Durack says signature dishes will never die because restaurants need them as part of their brand. "They give their identity a consistent visual and a consistent voice.

Esta obra se distribuye bajo licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0) La Editorial Dykinson autoriza a incluir esta obra en repositorios institucionales de acceso abierto para facilitar su difusión. Al tratarse de una obra colectiva, cada autor únicamente podrá incluir el o los capítulos de su autoría.

Objective: To study the effectiveness of mandala-coloring as a therapeutic intervention for reducing anxiety in university students.Study Design: Quasi experimental study.Place and Duration of Study: International Islamic University Islamabad, from Feb to Jun 2016.Material and Methods: A sample of 100 university students of 13-18 years of education was taken (men=50, women=50) with the age range of 18 to 34 years. Convenience sampling technique was used. A pretest-posttest design was adopted in which State-Trait Anxiety Inventory was administered to measure the levels of State Anxiety and Trait Anxiety before and after coloring a pre-drawn mandala.Results: Results were analyzed using t-test. They indicated that there was a significant difference in the levels of State and Trait Anxieties in the pretest and posttest measures in both men and women.Conclusion: Using mandala-coloring as a therapeutic intervention can reduce State Anxiety and Trait Anxiety in university students.

In today's fast-paced and digitally driven world, children are increasingly exposed to stress, anxiety, and a sedentary lifestyle from an early age. Introducing yoga to children offers a holistic approach to physical, mental, and emotional well-being. This paper explores the benefits of incorporating yoga into children's daily routines, emphasizing the integration of mindfulness and movement. Yoga practices tailored for kids not only enhance flexibility, balance, and coordination but also foster self-awareness, concentration, emotional regulation, and a sense of inner calm. Through age-appropriate poses, breathing techniques, and mindful activities, children can develop healthy coping mechanisms and life skills that support their overall development. This study also highlights the role of parents, educators, and school systems in promoting yoga as a valuable tool for nurturing well-rounded, resilient individuals from a young age.

Symptoms of depression have become more visible due to the lack of social support among people during the period of the pandemic. The purpose of this research was to investigate the relationship between depression, social support and resilience among university students in Haryana during the COVID-19 pandemic. A total of 100 university students living in Haryana participated in this web-based survey. A standardized e-questionnaire was generated using the Google Form, and a link was shared through social media-WhatsApp and Facebook etc. The results show that more social support is associated with less depressive symptoms and more resilience ability in students.

This article addresses the urgency of emotional well-being for all stakeholders within the educational ecosystem, encompassing teachers, students, and administrative staff. An emotionally healthy educational environment serves as a crucial foundation for effective teaching and learning processes and the optimal development of individual potential. Research indicates that high levels of stress, teacher burnout, and issues of anxiety and depression among students can significantly hinder academic achievement and socioemotional development. Therefore, this article outlines the various negative impacts of poor emotional well-being and proposes strategies and best practices to enhance and maintain emotional well-being within school settings. These include the role of psychosocial support, the development of coping skills, and the creation of a supportive school culture. A comprehensive understanding and implementation of emotional well-being principles are expected to foster resilient learners and inspiring, sustainable educators.