A Guide to Integrating Mindfulness into the Secondary English Language Arts Classroom
Open Access
Author:
Lundy, Rebekah
Area of Honors:
Curriculum and Instruction
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Dr. Charlotte Land, Thesis Supervisor Dr. Charlotte Land, Thesis Honors Advisor Michelle Renee Knotts, Faculty Reader
Keywords:
English Language Arts Education Mindfulness Secondary Emotional Intelligence ELA Emotional Awareness Emotional Regulation
Abstract:
Recent trends indicate that adolescents are experiencing increased emotional dysfunction
abetted by a variety of current events. The American public education system, and more
specifically the secondary English language arts classroom, provides an opportunity to support
students in developing emotional awareness and regulation through the practices of mindfulness.
Mindfulness is the active development of nonjudgmental awareness of emotions. The concepts
and practices on mindfulness can be integrated into the secondary ELA physical classroom and
instructional practices, so as to support students’ emotional well-being in conjunction with the
traditional academic content. When implementing mindfulness concepts and practices into the
classroom, educators should ensure the practices are equitable and accessible to all students.
Educators may experience pushback from various stakeholders in education and should also be
prepared to navigate that opposition with confidence and respect.
