Teach Mindfulness

Visit our Teacher Resources Page


Here we highlight Mindfulness in Education resources.


The left panel on the above page includes The Guardian Teacher Network resources and Resource Hubs from the Universities of Bangor, Exeter, Leeds and Oxford. These Universities have made major contributions to the development of Mindfulness in Schools with the creation of their Resource Hubs. Also included is a link to the USA UCLA Mindful Awareness Research Center.

Some of the evidenced based benefits of promoting positive social and emotional wellbeing for all in schools:


  • Academic learning: motivation and sense of commitment and connectedness with learning and with school
  • Staff well-being: reduced stress, sickness and absence, improved teaching ability and performance
  • Pupil well-being including happiness, a sense of purpose, connectedness and meaning
  • The development of the social and emotional skills and attitudes that promote learning success,well-being and mental health in school and through life
  • Prevention and reduction of mental health problems such as depression,anxiety and stress
  • Improving school behaviour including reduction of incidents,fights,bullying,absence 
  • Reduction in risky behaviour such as anger,impulsiveness,crime,alcohol and drug use 
  • Teaching mindfulness in schools would provide healthy and happy environment for pupils and staff and prepare the citizens of tomorrow.

Reference: 'What Works' - Guidance for Schools

Policy Context Briefing on promoting positive social and emotional wellbeing for all in schools


  • The role of schools in supporting pupil’s mental health has been recognised in some sense in most relevant policy areas throughout the last ten years.
  • Independent reports commissioned by government suggest that there is an evidence base for this and that schools’ work to promote mental health and emotional wellbeing can contribute to wide range of benefits such as:

Better wellbeing as a child or young person


Improved behaviour in school o Improved academic attainment


Early identification of mental health problems that may benefit from early intervention


Resilience as a young person Resilience in later life and reducing inequalities


Reference: Policy context briefing for the Partnership for Emotional Wellbeing and Mental Health in Schools November 2014