Literature Review

Rebekah Howard

Table of Contents

INTRODUCTION2

DEFINING RESILIENCE..3

WHAT IS WELLBIENG?...........................................................................4

THE EFFECTS OF MINFULNESS ON THE RESILIENCE OF

CHILDREN..6

IMPLEMENTING A WHOLE SCHOOL APPROACH TO MINDFULNESS

AND RESILIENCE.6

CURRICULUM DOCUMENTS & FRAMEWORKS......8

Victorian Curriculum..8
AITSL Standards9
Department of Education and Training..9
Social and Emotional Learning..10

THE ABSENCE OF TARGETED RESEARCH...10

CONCLUSIONS.............11

REFERENCES....12

APPENDIX A15

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Research Question

What are the contributions of mindfulness approaches in establishing

resilience in children?

Introduction

There has been an overwhelming response to childrens mental health

and wellbeing over recent years, particularly looking at preventative
approaches (Smiling Mind, 2015, Cahill et al., 2015). So much so, that
the Victorian Curriculum and Department of Education and Training now
implement strategies into our schools to assist students to have positive
wellbeing and develop their Social and Emotional Learning (SEL). You
only need to Google the terms student wellbeing social and emotional
learning and resilience to see the overwhelming number of programs
and information to support students in Australia. Emotions can promote
or hinder childrens academic engagement, relationships and ultimately
their success at school. Schools have an important role to play in
promoting social and emotional development and wellbeing (Durlak et
al., 2011). This is what makes me passionate not only about the
academic aspect of schooling but also the emotional and social areas
that make children be the best them they can be.

While reviewing the research on resilience I kept encountering this idea

of mindfulness and it made me want to understand how mindfulness can
impact on students resilience. I began my research with search terms
such as resilience in schools and student resilience. I also researched
what programs are available in Australia to help build resilience in
students. Once I narrowed my search to mindfulness I searched for
terms such as mindfulness and resilience; mindfulness and resilience in

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students and chose the most relevant research available to this topic,
focussing particularly on children. Narrowing my research down to
mindfulness will give me a practical understanding and opportunity as a
preservice teacher to use these approaches to assist with student
wellbeing and resilience in future. I have already been given permission
to explore mindfulness practices in my classroom during my final
placement as a pre-service teacher.

Defining Resilience

There seems to be several different definitions of resilience regarding

peoples ability to navigate adversity.

The International Resilient Project defines resilience as a universal

capacity which allows a person, group or community to prevent,
minimize or overcome the damaging effects of adversity (Grotberg,
1995, p. 3).

Building Resilience states that it is the capacity to cope, learn and thrive
in the face of change, challenge or adversity (Cahill et al., 2014, p. 14)

While there seems to be an abundance of different ideas about

resilience there is still some common themes of overcoming adversity or
difficulties. It seems that what is considered an adversity or difficulty is
subjective. Much of the research leans towards the extreme difficulties
such as poverty, natural disaster, trauma. However, for students in the
classroom resilience does not always lean towards that end of the
spectrum.

The oxford dictionary defines resilience as the capacity to recover

quickly from difficulties; toughness (Oxford Dictionary, 2017). This

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definition fits more within students every day classroom and playground
challenges that they must overcome rather than the extreme adversities.

What is Wellbeing?

Wellbeing is a broad concept and one that is difficult to define. Dodge et

al. (2012) explains wellbeing using the analogy of a see-saw. On one
side, there is a persons resources and on the other is challenges with
wellbeing sitting in the middle. This concept recognizes that wellbeing
fluctuates in response to different situations:

stable wellbeing is when individuals have the psychological, social and

physical resources they need to meet a particular. challenge. When
individuals have more challenges than resources, the see-saw dips,
along with their wellbeing, and vice-versa. (Dodge et al., 2012, p. 230).

Student welling is a common term used by schools. This term may have
been known as student health or student welfare in past. The reason
for this change is because student wellbeing is more than just physical
or mental health rather, It incorporates reference to the interconnected
nature of the social, relational, mental, physical and material health of
children and young people, as well as their experience of engagement in
life and learning. (Cahill et al., 2014, p. 13)

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The Effects of Mindfulness on the Resilience of Children

There has been a growing interest in mindfulness and the benefits it can
have on mental health and wellbeing (Burke, 2010). Mindfulness is a
way of intentionally paying attention in the present moment. It is best
described by Kabat-Zinn (2003, p. 145), as the awareness that
emerges through paying attention on purpose, in the present moment,
and non-judgmentally to the unfolding of experience. Mindfulness
exercises will often take place sitting in a chair, on the floor or laying
down and will begin by drawing attention to a particular focus such as
your breath. As you are paying attention your mind will often wonder
away from the focus so intentionally bringing your attention back to the
experience is important (Meiklejohn et al., 2012; Flook et al., 2010).

There is an abundance of studies on mindfulness for adults however,

studies of mindfulness in children is still limited (Burke, 2010; Smiling
Mind, 2015; Kuyken et al., 2013; Meiklejohn et al., 2012). A study by
Smiling Mind (2015) examined the benefits of using the Smiling Mind
Education Program with students. 1,853 students from 12 Victorian
primary and secondary schools participated in this randomised
controlled trial design. The results from this study indicated that there
were several benefits from this program including improvements in
students sleep quality, mental health, and wellbeing. Students where
more engaged with their learning and there were reductions in
classroom disruptions and bullying. However, the research suggested
that the program needed to be implemented into the classroom at least
three times a week to see these benefits.

The following researchers found benefits of mindfulness beyond just

improved wellbeing and mental health.

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Meiklejohn et al. (2012) conducted a review of research that integrated
mindfulness in K-12 education. It focused on 14 studies of programs
worldwide including US, Israel and England. The review stated that while
the research of mindfulness in K-12 education is in its infancy there is
evidence to support the notion that mindfulness has a positive impact on
students in the classroom. It is important to note that the research
looked at the varying ways of delivering mindfulness in the classroom. It
suggested that having trained teachers would be more promising to
implement a positive outcome; rather than having a manualised
mindfulness program for teachers with limited training. Scripted
programs may be inauthentic and have less impact con a positive
outcome. Contrary to this idea a smartphone-based randomised-
controlled trial of 121 happiness seeking adults discovered the benefits
of using a smart-phone app for mindfulness. The participants recorded a
reduction in depressive symptoms and overall improved wellbeing
(Howells, Ivtzan & Eiroa-Orosa, 2016). While the participants were
adults it is relevant to point out that using manualised mindfulness
programs should not be discounted and can be effective in enhancing
wellbeing. The Smiling Mind research project would support this notion
with the evidence that using a smart device application such as smiling
mind does improve students wellbeing. This is also highlighted by the
Department of Education and Kids Matter having a direct link to
mindfulness applications.

A study in the UK by Kuyken et al. (2013) looked at the effectiveness of

the Mindfulness in Schools Programme, 522 secondary students
between 12-16 years old participated in the study. The results found that
the students in the intervention group had fewer depressive symptoms

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after post-treatment and at a three month follow up they had greater
wellbeing and less stress.

A randomised control study of 64 second and third-grade children ages

7-9 using mindfulness awareness practices (MAPs). Results showed
that students had better behavioural regulation and improved
metacognition (Flook et al., 2010). A pilot trial of the learning to
BREATHE program included 120 students from a private catholic girls
high school who participated in the program. The learning to BREATHE
program is a mindfulness curriculum targeted at adolescents in a
classroom setting. The students showed a substantial decrease in
negative affect and substantial increase in feeling calm, feeling relaxed
and more self-accepting (Broderick & Metz, 2009).

Although studies of mindfulness are in their early stages, it is clear there

are a variety of programs available that promote positive mental health
and wellbeing. What is unclear from these studies is the specific aspects
of wellbeing that are improved. Often the results of the study will state
that they had improved wellbeing however, there is a lack of
understanding of what that wellbeing looks like.

Importance of a Whole School Approach to Mindfulness and

Resilience

Schools promote resilience by fostering a whole school approach which

fosters a safe and supportive learning environment (Cahill et al., 2014).
Theron (2016) also highlights the impact that resilience can have on
students when there is a whole school approach.

Smiling Mind recognises the importance of having a whole school

approach and offers the program as such, this is a large reason why

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they have designed the program as a smart device application. Having
an app means it can be accessible by anyone and at any time in our 21st
century world (Smiling Mind, 2015). Meiklejohn et al. (2012) also
highlight in their review the mindfulness programs which are created to
be delivered at a whole school level, these include: Inner Resilience
Program, Learning to BREATHE, Stressed Teens, Mindful Schools, and
Sfat Hakeshev/The Mindful Language. Their review also shows the
benefits that mindfulness can have on students and teachers alike.

Curriculum Documents and Frameworks

Victorian Curriculum

Personal and Social Capability

Self-Awareness and Management: Development of resilience (Victorian

Curriculum, 2016).

Mindfulness is a strategy that can help develop self-awareness by

focusing on the body, feelings and any thoughts you may have.
Mindfulness is also a way that can promote resilience as seen through
the various resilience programs that have links to mindfulness. In the
Victorian Curriculum Rationale and Aims it explains that the personal
and social capability is essential in enabling students to understand
themselves and others and manage their emotional, mental, spiritual
and physical wellbeing (Victorian Curriculum, 2016).

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AITSL Standards

Professional Knowledge 4: Create and maintain supportive and safe

environments

4.4 Maintain student safety

Demonstrate strategies that support students wellbeing and safety
working within school and/or system, curriculum and legislative
requirements. (AITSL, 2014).

Mindfulness is a strategy that will support students wellbeing within

schools. As demonstrated by the research above mindfulness can
improve wellbeing, mental health and student engagement. It is
important recognise the fact that mindfulness is only one strategy that
will assist to support students and should not be the only strategy
implemented to do so.

Department of Education and Training

The Department of Education and Training have developed an

evidence-based resilience framework. It aims to support young people
and children to build resilience. The Building Resilience framework
incorporates five key areas: teach, support, refer, partner and lead.
Smiling Mind is incorporated in the framework teach and is considered
an important resource (Smiling Mind, 2015; Cahill et al., 2014). See
appendix A. The Smiling Mind Program aim to see mindfulness
meditation in the Australian Curriculum by 2020. Smiling mind suggest
that their program supports areas of both the Victorian 10-year mental
health plan and the Education State plan (Smiling Mind, 2015). There is
promising research to support this as seen previously.

9
Social and Emotional Learning
One major aspect of the Building Resilience framework from Department
of Education and Training is Social and Emotional Learning (SEL). They
have provided a range of SEL resources that aligns with the AusVELS
and Australian Curriculum (Department of Education and Training,
2014). There are five key competency clusters of SEL: self-awareness,
self-management, social awareness, relationship skills, and responsible
decision making (Collaborative for Academic, Social, and Emotional
Learning, 2012). The research as seen previously, suggests that
mindfulness practices can support self-awareness and self-management
and develop healthier relationship skills. This is in support of SEL and
the Australian Curriculum.

The Absence of Targeted Research

While it is evident that there is a strong relationship between resilience

and mindfulness there seems to be a lack of studies focusing on the
direct link between mindfulness and resilience. This is apparent when
specific resilience programs or websites such as The Resilience Project,
Mind Matters, Department of Education portal & links to Fuse have direct
links to mindfulness practices however, the current research seems to
be focussed more on the child wellbeing (Smiling Mind, 2015; Broderick
& Metz, 2009; Burke 2009). The supporting research for mindfulness
and resilience is lacking. It is also important to note the limitedness of
research specific to children.

10
Conclusions

Wellbeing is a common theme throughout the mindfulness research

however, the idea of wellbeing needs to be challenged and what that
looks like in relation to mindfulness. The researchers (Burke, 2010;
Smiling Mind, 2015; Kuyken et al., 2013; Meiklejohn et al., 2012; Flook
et al., 2010; and Broderick & Metz, 2009) all commonly express the
benefits that mindfulness has on mental health and wellbeing as well as
students improved engagement of learning. It is clear there are many
connections between mindfulness and resilience in relation to curriculum
documents and frameworks. There is more research to be done
specifically with mindfulness in children and the direct links between
mindfulness and resilience.

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References

AITSL. (2014). Australian professional standards for teachers. Retrieved

from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of

a mindfulness curriculum for adolescents. Advances in school
mental health promotion, 2(1), 35-46.

Burke, C. (2010). Mindfulness-Based Approaches with Children and

Adolescents: A Preliminary Review of Current Research in an
Emergent Field. Journal of Child and Family Studies, 19(2), 133-
144.

Cahill, H., Beadle, S., Farrelly, A., Forster, R., & Smith, K. (2014).
Building resilience in children and young people [PDF]. Retrieved
from
http://www.education.vic.gov.au/Documents/about/department/resil
iencelitreview.pdf

Collaborative for Academic, Social, and Emotional Learning. (2012).

Effective social and emotional learning programs: Preschool and
Elementary School edition [PDF]. Retrieved from

Department of Education and Training. (2014) Social and emotional

learning. Retrieved from
http://www.education.vic.gov.au/school/teachers/health/Pages/sel.
aspx

Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of
defining wellbeing. International Journal of Wellbeing, 2(3), 222-
235.

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Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger. (2011).
The impact of enhancing students' social and emotional learning: A
meta-analysis of school-based universal interventions. Child
Development, 82(1), 405-32.

Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S.,
Locke, J., ... & Kasari, C. (2010). Effects of mindful awareness
practices on executive functions in elementary school
children. Journal of Applied School Psychology, 26(1), 70-95.

Grotberg, E. H. (1995). A guide to promoting resilience in children:

Strengthening the human spirit. Early childhood development:
practice and reflections. Retrieved from
http://bibalex.org/baifa/Attachment/Documents/115519.pdf

Howells, A., Ivtzan, I., & Eiroa-Orosa, F. (2016). Putting the app in
Happiness: A Randomised Controlled Trial of a Smartphone-
Based Mindfulness Intervention to Enhance Wellbeing. Journal of
Happiness Studies, 17(1), 163-185.
Henderson, N. N. (2013). Havens of Resilience. Educational Leadership,
71(1), 22-27.

KabatZinn, J. (2003). MindfulnessBased Interventions in Context: Past,

Present, and Future. Clinical Psychology: Science and
Practice, 10(2), 144-156.

Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N.,
Burnett, R., ... & Huppert, F. (2013). Effectiveness of the
mindfulness in schools programme: non-randomised controlled
feasibility study. The British Journal of Psychiatry, 203(2), 126-131.

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Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G.,
Roach, A., ... & Isberg, R. (2012). Integrating mindfulness training
into K-12 education: Fostering the resilience of teachers and
students. Mindfulness, 3(4), 291-307.

Oxford Dictionary. (2017). English Oxford Living Dictionaries: Resilience

Retrieved from
https://en.oxforddictionaries.com/definition/resilience
Smiling Mind. (2015). Smiling Mind: Establishing an evidence base for
the Smiling Mind education program [PDF]. Retrieved from
https://smilingmind.com.au/media/1194/research-project-report.pdf

Theron, L. (2016). The everyday ways that school ecologies facilitate

resilience: Implications for school psychologists. School
Psychology International, 37(2), 87-103.

Victorian curriculum. (2016). Personal and social capability. Retrieved

from http://victoriancurriculum.vcaa.vic.edu.au/personal-and-
social-capability/introduction/rationale-and-aims

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Appendix A

(Smiling Mind, 2015, p. 8).

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