EMBRACING MINDFULNESS Matt Adams | Literacy Leader, DESS
T
he greatest danger of using the term ‘the new normal’ is that we actually start to believe that the current situation is normal when it is anything but. Children and teachers wearing face masks all day long is not normal; asking them to sit at a socially distanced desk all day is not normal; asking children to remain two metres apart at break time is certainly not normal. Despite all the obstacles placed in front them, students at DESS have adapted and coped incredibly well with the challenging circumstances that have been imposed upon them. What are the factors that have enabled students, and staff to cope so admirably? DESS prides itself on its sense of community and this has undoubtedly only grown stronger as we have relied upon each other more than ever. It turns out, however,
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that DESS has been preparing its children to cope with change, and all of the anxieties associated with it, for quite some time. By building mindfulness into our curriculum, we have undoubtedly provided our students with skills that have helped them to cope so admirably. What is mindfulness? It is a term that is so overused now, appropriated by websites, book sellers, mug manufacturers and many other businesses that have managed to make a tidy profit from disingenuous promises of an instantly happier life. At DESS, mindfulness is taught as a tangible, practical life skill which can be practised daily. At the heart of mindfulness is a very simple principle; if you are aware of your thoughts and feelings, then you can make more measured decisions about where to focus your attention.
For a primary school child, this simple idea has powerful implications. For example, if Sammy in Year Three realises that she is daydreaming about a movie that she saw yesterday, she can return
We have undoubtedly provided our students with skills that have helped them to cope so admirably. her focus to the maths problem she is working on. Similarly, if David in Year Two is aware that he is becoming angry, he is then able to use a calming strategy that will help him to defuse a conflict at break time. Through daily exercises, DESS children learn and practise the basic meditation techniques that enable them to make more mindful choices about their behaviours. This has become even more essential when placed into the current context. For example, how could a Year Two
