Mindfulness for Educational Practice

A volume in Research on Stress and Coping in EducationSeries Editors Gordon S. Gates, Walter H. Gmelch, and Mimi Wolverton
This book is the VIII Volume in the Research on Stress and Coping in Education Series. Mindfulness is
gaining attention within many disciplines including education and the authors present original research
and current theory for examining ways such practice can be used to improve school outcomes for students
and strengthen supports for teachers and school leaders. The chapters are written to be useful for
practitioners and pre-service educators by posing recommendations for those considering these strategies
and techniques. Specific treatment is given to work of teachers, principals, and superintendents.
Mindfulness for Educational Practice provides research worthy of contemplation, and a timely call to
more seriously consider the merits of thoughtful reflection and personal awareness in our roles as
educators. Social emotional learning is not just for students, but has deep implications for the adults who
serve them. This is a great resource for teachers, principals, and central office administrators as they
grapple with the stress, burnout, and flexibility fatigue of those with whom they work, and a beginning look at how we can show compassion to
ourselves and others by increasing our resilience through mindfulness.
Jenny Rodriquez, NBCT, Principal, Delta High School, Richland, WA
Teachers and administrators are working hard to help our students learn and succeed. Every day in my capacity as school improvement coach, I see
educators seriously engaged in enacting reform. Although adults and students in public schools are diligently implementing change to realize higher
levels of learning toward standards, the "achievement gap" continues to haunt all of us. The challenges are real and Ii know few education
professionals who haven't wondered in a moment of panic or pain, given all that must be done, if they can continue. The book Gordon Gates has edited
suggests than in addition to these external reforms we initiate, it may be the internal shifts made through mindfulness that are also needed to realize our
goals. Gates' book suggests and shares how mindfulness practice may be an important practical move.
The chapters offer many examples to consider and appreciate mindfulness in mitigating anxious
neural downshifts that commonly threaten teaching and learning. Further, mindfulness allows higher
level cognitive processes to flourish. Therefore, this is a book for educators who may be struggling or
ready to strengthen their resilience so they can be fully engaged in their work focused on helping all
students succeed academically and grow developmentally on their life's journey.
Jeanine Butler, Ph.D., Leadership Coach, Washington State Leadership Academy & Office of
Superintendent of Public Instruction