Introduction taking exams, worrying about grades and

Introduction The life of the typical child consists of them going to school, taking exams, worrying about grades and their social life. Since they are spending all this time in school, the teachers, as well as other school professionals, play a “crucial role in helping students” in time of need (Winser). In light of research showing that mindfulness/meditation practices are beneficial to adults by “promoting health, alleviating pain, and reducing depression and anxiety” (Greenberg), various studies went underway to see if children can benefit through these practices as well. It is theorized that the implementation of this new form of intervening into the children’s lives would benefit by helping the children with behavioral issues, mental illness, and more, in and outside of the classroom.  Perspective 1 Due to the large amount of energy that children have, it’s hard to keep them from bouncing off of the walls. In addition to their energy, children are very special in the sense that they understand and use abstract concepts, like imagination and concentration, as a tool for learning (Viarengo).  In 2011, an elementary school in Richmond, CA placed a mindfulness based curriculum from Mindful Schools, an organization seeking to integrate mindfulness into classrooms nationwide, in order to determine if mindful based curricula was the best way to intervene with their students (Black). The study had two groups, the MS and the MS+, where students were placed randomly and spent 15 minutes per mindfulness session they participated in 3-4 times weekly. At the end of the 12 week period, which was the end of the study, based on the teacher reported outcomes, it was concluded that both groups “significantly improved over time” in their skills of paying attention, self control, participation and more (Black). This isn’t the only study that concludes that school-based mindfulness/meditation programs bring with them benefits of  “enhanced ability to pay attention, improved concentration, and decreased anxiety” (Winser 2010). If schools didn’t play the crucial role in their students lives that they are meant to play and were just teaching students for the purpose of exams for progression, then they aren’t developing the “whole child” (Viarengo). Therefore, schools should be a place where the students can learn the fundamentals of education, while learning more about their physical and spiritual level in order to set them up for better future. Perspective 2 likewise, Mindfulness/meditation practices are beneficial to children in clinical environments as well. For instance several studies show that the use of meditation with children that are diagnosed with ADHD resulted in improvements in attention, anxiety, and internalizing and externalizing behavioral problems (Greenberg).  In another study, children