Does mindfulness really work? Can it help your students?

Amy Malloy
Amy Malloy
A young girl meditating outside in a green space

What is mindfulness?

The term mindfulness refers to a state of awareness. This is arrived at by paying conscious attention to the present moment and observing it without judgment, with curiosity and compassion.

It is often confused with meditation, but really they’re not the same thing at all. Meditating and focusing on the breath is just one of the ways we can consciously pay attention and become more aware of ourselves and the present moment.

You might be conscious that mindfulness has over the last decade. As with anything trendy, it can be easy to build preconceptions and dismiss it before trying it yourself. So let’s break it down together and start with the basics.

Why is mindfulness important?

Have you ever been driving somewhere in the car and noticed that you’ve arrived at your destination without really noticing the journey at all? All your thoughts on the way were elsewhere.

This is called being on automatic pilot. It’s a symptom of our mind and body’s brilliant way of turning our everyday processes into a routine. It means we don’t need to think about it every time we need our body to move, speak or function.

Just as the scenery can pass us by on a journey, so too can our thoughts and reactions to the things happening around us. They happen in our minds and bodies without us noticing. Our conscious mind is focused on something in the future, the past, or in our imaginations instead.

Being on automatic pilot is often very helpful. But it also comes with a significant downside. Without us even realizing, negative thought cycles can build up under the surface. They can make us feel stressed and anxious.

When this happens our minds conclude that there is a threat and sounds the alarm. This stress , ability to process new information, and ability to learn.

This is where mindfulness comes in.

Mindfulness helps us catch these in their tracks, allowing us to consciously notice negative thoughts. Rather than panicking, we become aware of how we are feeling – and why. We can therefore shift our relationship with our thoughts and emotions so that they don’t seem so challenging anymore.

In a school setting, this can help students regulate the stress surrounding exam pressure. Students can also learn to sit more comfortably with the impermanent emotions of adolescence, which seemed all-consuming and everlasting at the time.

What can our students learn from mindfulness?

Over the past decade, neuroscientific research has discovered that our brains are immensely malleable. Every interaction we have in our day-to-day lives builds connections that affect how our brains and thoughts function. Just like building muscle through exercise, our brain forms new matter in the areas we use most.

In short, we can either continue to cement the habits we’ve already formed or build brain matter in areas that encourage healthier, more positive functioning.

Studies have demonstrated in many contexts that the brains of those who regularly practice mindfulness use different pathways to those who don’t: pathways which allow self-regulation of adrenaline and the stress responses and make it easier to experience external events without the accompanying narrative of critical thought.

Even ten minutes of practicing mindful awareness a day has been . Mindfulness has also been shown to improve concentration and focus, resilience, emotional regulation and sleep quality in children, teens and adults alike.

How can we begin to practice mindfulness?

We start by learning to focus attention on a physical anchor. This may be focusing on the body, the breath, or even using the senses to observe sounds, sights, tastes, touch etc. in our external environment. We then build the length of time we can focus, and grow accustomed to the mind wandering and returning to the point of focus.

Then we learn to be curious about what we notice in the present moment and that we can observe without judging or forming an opinion.

In time, it can be possible to learn to observe our relationship with the thoughts that come in and out of our minds. We can then find ways to accept difficult feelings and allow them to pass over without panicking or instinctively reacting.

Want to learn more about mindfulness and wellbeing? Check out our blog posts on the subject here.

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    Here, we look at what some of the strangest English phrases mean – and reveal their origins…

    Bite the bullet

    Biting a bullet? What a strange thing to do! This phrase means you’re going to force yourself to do something unpleasant or deal with a difficult situation. Historically, it derives from the 19th century when a patient or soldier would clench a bullet between their teeth to cope with the extreme pain of surgery without anesthetic. A similar phrase with a similar meaning, “chew a bullet”, dates to the late 18th century.

    Use it: “I don’t really want to exercise today, but I’ll bite the bullet and go for a run.”

    Pigs might fly

    We all know that pigs can’t fly, so people use this expression to describe something that is almost certain never to happen. It is said that this phrase has been in use since the 1600s, but why pigs? An early version of the succinct “pigs might fly” was “pigs fly with their tails forward”, which is first found in a list of proverbs in the 1616 edition of John Withals’s English-Latin dictionary, A Shorte Dictionarie for Yonge Begynners: “Pigs fly in the ayre with their tayles forward.” Other creatures have been previously cited in similar phrases – “snails may fly”, “cows might fly”, etc, but it is pigs that have stood the test of time as the favored image of an animal that is particularly unsuited to flight! This phrase is also often used as a sarcastic response to mock someone’s credulity.

    Use it: “I might clean my bedroom tomorrow.” – “Yes, and pigs might fly.”

    Bob’s your uncle

    Even if you don’t have an uncle called Bob, you might still hear this idiom! Its origin comes from when Arthur Balfour was unexpectedly promoted to Chief Secretary for Ireland by the Prime Minister of Britain, Lord Salisbury, in 1900. Salisbury was Arthur Balfour’s uncle (possibly his reason for getting the job!) – and his first name was Robert. This phrase is used when something is accomplished or successful – an alternative to “…and that’s that”.

    Use it: “You’re looking for the station? Take a left, then the first right and Bob’s your uncle – you’re there!”

    Dead ringer

    This phrase commonly refers to something that seems to be a copy of something – mainly if someone looks like another person. The often-repeated story about the origin of this phrase is that many years ago, people were sometimes buried alive because they were presumed dead – when actually they were still alive. To prevent deaths by premature burial, a piece of string would supposedly be tied to the finger of someone being buried – and the other end would be attached to a bell above ground. If the person woke up, they would ring the bell – and the “dead” ringer would emerge looking exactly like someone buried only a few hours ago! Other stories point to the practice of replacing slower horses with faster horses – “ringers”. In this case, “dead” means “exact”.

    Use it: “That guy over there is a dead ringer for my ex-boyfriend.”

    Off the back of a lorry

    This is a way of saying that something was acquired that is probably stolen, or someone is selling something that’s stolen or illegitimate. It can also be used humorously to emphasize that something you bought was so cheap that it must have been stolen! “Lorry” is the British version – in the US, things fall off the back of “trucks”. An early printed version of this saying came surprisingly late in The Times in 1968. However, there are many anecdotal reports of the phrase in the UK from much earlier than that, and it is likely to date back to at least World War II. It’s just the sort of language that those who peddled illegal goods during and after WWII would have used.

    Use it: “I can’t believe these shoes were so cheap – they must have fallen off the back of a lorry.”

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    11 ways you can avoid English jargon at work

    By Steffanie Zazulak

    From “blue-sky thinking” to “lots of moving parts”, there are many phrases used in the office that sometimes seem to make little sense in a work environment. These phrases are known as ‘work jargon’ – or you might hear it referred to as ‘corporate jargon’, ‘business jargon’ or ‘management speak’. It’s a type of language generally used by a profession or group in the workplace, and has been created and evolved over time. And whether people use this work jargon to sound impressive or to disguise the fact that they are unsure about the subject they are talking about, it’s much simpler and clearer to use plain English. This will mean that more people understand what they are saying –both fluent and second-language English speakers.

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    Blue-sky thinking

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    Instead of: “This is a new client, so we want to see some blue-sky thinking.”

    Try saying: “This is a new client, so don’t limit your creativity.”

    Helicopter view

    This phrase is often used to mean a broad overview of the business. It comes from the idea of being a passenger in a helicopter and being able to see a bigger view of a city or landscape than if you were simply viewing it from the ground.Second-language English speakers might take the phrase literally, and be puzzled as to why someone in the office is talking about taking a helicopter ride.

    Instead of: “Here’s a helicopter view of the business.”

    Try saying: “This is a broad view of the business.”

    Get all your ducks in a row

    This is nothing to do with actual ducks; it simply means to be organized. While we don’t exactly know the origin of this phrase, it probably stems from actual ducklings that walk in a neat row behind their parents.

    Instead of: “This is a busy time for the company, so make sure you get all your ducks in a row.”

    Try saying: “This is a busy time for the company, so make sure you’re as organized as possible.”

    Thinking outside the box

    Often used to encourage people to use novel or creative thinking. The phrase is commonly used when solving problems or thinking of a new concept. The idea is that, if you’re inside a box, you can only see those walls and that might block you from coming up with the best solution.

    Instead of: “The client is looking for something extra special, so try thinking outside the box.”

    Try saying: “The client is looking for something extra special, so try thinking of something a bit different to the usual work we do for them.”

    IGUs (Income Generating Units)

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    Instead of: “This year, we have 300 new IGUs.”

    Try saying: “This year, we have 300 new students.”

    Run it up the flagpole

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    Instead of: “I love your idea, run it up the flagpole and see if it flies.”

    Try saying: “I love your idea, see what the others think about it.”

    Swim lane

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    Instead of: “Refer to the swim lanes to find out what your responsibilities are.”

    Try saying: “Refer to the diagram/chart to find out what your responsibilities are.”

    Bleeding edge

    A way to describe something that is innovative or cutting edge. It tends to imply an even greater advancement of technology that is almost so clever that it is unbelievable in its current state.

    Instead of: “The new technology we have purchased is bleeding edge.”

    Try saying: “The new technology we have purchased is innovative.”

    Tiger team

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    Instead of: “The tiger team will solve the problem.” 

    Try saying: “The experts will solve the problem.” 

    Lots of moving parts

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    Instead of: “This project will run for several months and there are lots of moving parts to it.”

    Try saying: “This project will run for several months and it will be complicated.”

    A paradigm shift

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    Instead of: “To solve this problem, we need a paradigm shift.”

    Try saying: To solve this problem; we need to think differently.”