Brain-Based Learning: Impacting Neural Networks via Mindfulness

Brain-Based Learning includes Mindfulness. What are its limitations?

Mindfulness in Education is being picked up by schools everywhere across the globe. Some schools have begun to incorporate: mindful breathing, meditation, yoga, loving kindness practices etc. According to the Campbell Collaboration (2017) which conducted a thorough research review on Mindfulness Based Interventions in schools, these have had a positive impact on cognitive and socio-emotional processes. The Campbell Collaboration noted, however, that MBI's positive impact on student behaviour and academic outcomes needed "further evidence"(Maynard et al, 2017).

Mindfulness "is awareness, cultivated by paying attention in a sustained and particular way: on purpose, in the present moment, and non-judgmentally" (Kabat-Zinn, 2012/2016, p. 1). In his book, Mindfulness for Beginners, Kabat-Zinn mentions a study from the University of Toronto. The study examined different neural brain networks and distinguished between Narrative Focus (NF) Networks and Experiential Focus (EF) Networks. The NF neural networks are active when we build a story based on our experience which involves thinking, rumination and worry. The EF network is active when we are living in the present moment, non-judgmentally, and aware of our sensory experiences. According to the study, those who practiced mindfulness, had an increase in their EF neural network, than those who didn't (Kabat-Zinn, 2012/2016, p. 68).

So if mindfulness can help fire up more neural pathways in the brain, why haven't we all adopted it in schools? Essentially, despite all the apparent cognitive and socio-emotional benefits of mindfulness amongst adults and children, a direct link to increased academic achievement remains unclear (Mieklejohn et al, 2012; Maynard et al, 2017). "Educators and Policy Makers will require evidence that time and money spent . . . (on mindfulness programs) will result in improvements (in academic achievement)" (Mieklejohn et al, 2012).

This begs the question - what is eluding or lacking in Mindfulness Programs in schools? What gaps exist in current Mindfulness Training for classroom teachers and how do we overcome these?