Abstract
Adolescence is a critical time in human life with regards to identity development; adolescents may experience increased emotional turmoil, stress, and susceptibility to mental health problems (O’Connell, Boat, & Warner, 2009). Implementing a mindfulness program within school curriculum may positively influence this crucial time of growth.
This case study focused on teaching self-compassion to adolescents through the “Learning to BREATHE” program. Self-compassion involves being kind towards oneself, understanding that we are all part of common humanity, and mindfulness (Neff, 2003a). This multi-methods study was grounded in Integral Theory (Wilber, 2007), which integrates multiple perspectives of self-compassion. In keeping with Integral Methodological Pluralism, self-compassion was examined through multiple lenses with both qualitative and quantitative methodologies. The findings indicated that a mindfulness program teaching self-compassion had many benefits to students, including increased mindful awareness and focused attention; emotional awareness and regulation; self-awareness, self-kindness, and self-acceptance; resiliency and growth mindset; compassion, acceptance, and forgiveness for others; and a belief it could reduce bullying in schools.
While school administrators believed that social and emotional learning can benefit students, classroom application and staff buy-in remains a challenge. Mindfulness programs in the school context will need to be introduced slowly over the next several years as students, parents, teachers, and administrators all have to understand the importance of these skills, before they can be implemented into the classroom.
