Meditation in Schools: Boosting Kids’ Mental Health Daily
Published: August 5th, 2024.
In the small town of Rex, Georgia, the third-grade students at Roberta T. Smith Elementary School eagerly settled into their classroom, just days away from summer vacation. With an hour left before lunch, their excitement was palpable, yet they seamlessly transitioned into one of their favorite daily activities—meditation.
A pre-recorded voice instructed the kids through a "shark fin" routine as they closed their eyes and gently traced their thumbs from their foreheads to their hearts. The classroom was buzzing with anticipation. “Listen to the chimes,” said their teacher, Kim Franklin. “Remember to breathe.”
Across the United States, schools are increasingly incorporating yoga, meditation, and mindfulness exercises into their schedules to help students manage stress and emotional well-being. This initiative has gained momentum, especially in the wake of the COVID-19 pandemic, which laid bare the depths of mental health challenges faced by students. The U.S. Centers for Disease Control and Prevention (CDC) endorsed these practices last year, recognizing their potential benefits.
Studies have shown that school-based mindfulness programs can be particularly effective in low-income communities, where students often grapple with high levels of stress and trauma. The mindfulness initiative at Smith Elementary is part of a broader effort by Clayton County Public Schools, where two-thirds of the students are black, to address these issues.
GreenLight Fund Atlanta, a network connecting communities with local nonprofits, is pivotal in funding mindfulness programs in Georgia schools. They have partnered with Inner Explorer, an audio platform that delivers mindfulness exercises tailored to the needs of diverse communities. Joli Cooper, executive director of GreenLight Fund Atlanta, emphasized the importance of supporting organizations that resonate with communities of color in Greater Atlanta.
The challenges of isolation and remote learning during the pandemic significantly impacted children’s mental health. The CDC reported in 2023 that over a third of students experienced persistent sadness and hopelessness. The agency recommended mindfulness practices to help students navigate their emotions.
“We know that our teenagers and adolescents have faced significant mental health challenges,” CDC Director Dr. Mandy Cohen told the Associated Press. “There are practical skills we can provide to help them cope with intense emotions.”
While some conservative critics argue that social-emotional learning, including mindfulness, promotes progressive ideologies, advocates maintain that these programs are crucial for student well-being.
“In Georgia, the rate of suicidal thoughts and attempts among children of color is alarmingly high,” Cooper noted. “There is also a shortage of psychologists of color available to support these children.”
According to CDC statistics, the suicide rate among Black youth aged 10 to 17 increased by 144% between 2007 and 2020. This alarming trend underscores the urgent need for mental health support within these communities.
“There is a stigma around acknowledging mental health struggles and seeking help,” said Tolana Griggs, assistant principal at Smith Elementary. “Our diverse school community requires a holistic approach that considers the cultural nuances of our students’ experiences.”
Schools serving predominantly students of color often have fewer psychologists and counselors compared to those serving mostly white students. The Inner Explorer program addresses this gap by guiding students and teachers through brief breathing, meditation, and reflection sessions several times a day. The program is now implemented in over 100 districts nationwide, including Atlanta Public Schools.
Since integrating mindfulness into their routines, teachers and administrators have reported noticeable improvements in their students’ behavior and emotional resilience. Nine-year-old Aniyah Woods shared that the program helps her “calm down” and reduces her stress. “I love myself how I am, but Inner Explorer just helps me feel more like myself,” she said.
After completing their meditation, Franklin’s class discussed their feelings. “Relaxed,” one student commented. Aniyah raised her hand and added, “It made me feel peaceful.”
As more schools nationwide adopt mindfulness practices, the hope is that these small daily rituals will foster a generation of students better equipped to handle life’s challenges calmly and clearly.