Proposal Title
Using Mindfulness to Support Elementary Students’ Social–Emotional Learning
Abstract
Social–emotional learning skills such as cooperation, assertion, responsibility, and empathy inform students’ ability to manage schoolwork and personal challenges, and contribute to academic experiential successes. For students who have experienced trauma, social–emotional growth is often delayed or arrested. By directly instructing students to use mindfulness strategies to promote acceptance and management of changing emotional and physical states, teachers can encourage social–emotional growth while supporting a reduction in stress–based responses.
Start Date
24-3-2017 6:40 PM
End Date
24-3-2017 7:30 PM
Presentation Type
Paper
Disciplines
Educational Methods | Educational Psychology | Elementary Education | Student Counseling and Personnel Services
Using Mindfulness to Support Elementary Students’ Social–Emotional Learning
U-Hall 3-101
Social–emotional learning skills such as cooperation, assertion, responsibility, and empathy inform students’ ability to manage schoolwork and personal challenges, and contribute to academic experiential successes. For students who have experienced trauma, social–emotional growth is often delayed or arrested. By directly instructing students to use mindfulness strategies to promote acceptance and management of changing emotional and physical states, teachers can encourage social–emotional growth while supporting a reduction in stress–based responses.
