Mindfulness in Education: Oppidan Mentoring

Mindfulness in Education

The Building Block to a Happier Future

We were delighted to welcome Regina Zheng, a certified Mental Health Therapist & healthcare technology startup founder, to present to our mentors the strategies within mindfulness that she has developed as an Oppidan Mentor. The discussion centred on working with students in high-stress and high-pressure environments and we analysed in depth the importance of mindfulness as a concept within education and from there, the best approaches on how to incorporate mindfulness to within current mentoring relationships.

Children are increasingly worried about performance. They are highly aware of targets and ‘hoops’ they are expected to jump through. As educators, it is imperative to be aware and notice how this behaviour is displayed and how it manifests itself.

Regina argued that if students’ emotional needs are not met, then it is difficult for them to learn and to progress. Mindfulness, she says, is a tool that can help students explore both the cause of anxiety and aid in its reduction. Satisfying the need to express and let go of what is felt allows students to refocus and absorb new information better.

Regina’s main argument centred on the idea that society has deviated from the optimal state in which students are able to academically perform at their best. Many students are both over scheduled and over committed. It is important to teach mindfulness because the brain is a muscle that can be trained for optimal performance. However, when we rigorously academically  train it while negating other aspects, results will be lackluster. She quoted Bill Gates who poignantly describes his mindfulness practice as “learning how to pay attention to the thoughts in [his] head, [while establishing enough] distance from them to calm down.”

Scientific research findings support the assertion that mindfulness improves focus, reduces stress and boosts memory retention. Mindfulness is an important skill for mentor-mentee relationships, because it satisfies an emotional need that acts as a building block towards both higher academic performance and general wellness.

As educators at Oppidan, this approach is not simply paying lip service to a trendy new-age approach to pedagogy. This is the anchor for fundamental change and a cause for real development in the happiness and welfare of children.