{"id":2247,"date":"2021-08-17T16:15:25","date_gmt":"2021-08-17T16:15:25","guid":{"rendered":"https:\/\/dornsife.usc.edu\/crcc\/teachers-turn-to-mindfulness-after-a-stressful-pandemic-year\/"},"modified":"2024-12-03T17:16:56","modified_gmt":"2024-12-03T17:16:56","slug":"teachers-turn-to-mindfulness-after-a-stressful-pandemic-year","status":"publish","type":"post","link":"https:\/\/dornsife.usc.edu\/crcc\/teachers-turn-to-mindfulness-after-a-stressful-pandemic-year\/","title":{"rendered":"Teachers Turn to Mindfulness After a Stressful Pandemic Year"},"content":{"rendered":"\n\n\n\n\n \n \n\n\n\n\n\n\n\n
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Teachers Turn to Mindfulness After a Stressful Pandemic Year<\/h1>\n\n\n<\/div>\n \n \n By<\/span>Megan Sweas<\/a><\/strong>\n \n August 17, 2021<\/span>\n <\/div>\n<\/div>\n\n\n <\/div><\/div>\n\n \n \n\n\n\n\n\n\n\n
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This article was originally published in\u00a0Religion News Service<\/a>, with the support of CRCC\u2019s global project on\u00a0engaged spirituality<\/a>.\u00a0<\/em><\/p>\n

The past school year was the most challenging in Jon Salunga\u2019s teaching career. It was more than navigating new technologies and hybrid in-person\/online schedules. The San Diego high school English teacher helped students who were at home caring for younger siblings or grandparents while their parents worked. He watched his students\u2019 mental health suffer. Salunga had his own grief too, having lost a family member to COVID-19.<\/p>\n

Between virtual classes, Salunga would turn away from the screen, breathing to decompress his eyes, mind and body, a mindfulness technique he first learned in a retreat he had attended while getting his teacher\u2019s certification 20 years ago.<\/p>\n

Besides giving him relief from stress, mindfulness practice helped him maintain compassion for his students \u2014 and himself. \u201cUnderstanding my own capacity and being able to accept that,\u201d Salunga said, \u201cis one of the areas that I have been practicing with.\u201d<\/p>\n

This summer, as teachers prepare to reenter classrooms after a year of pandemic teaching, many are seeking out mindfulness to support their own mental and emotional wellness.<\/p>\n

\u201cHelping students get in contact with the parts of themselves which are good and loving and empathetic, that\u2019s what keeps me excited about teaching.” – Brian Beard<\/div>\n

Mindfulness can be found in schools in every U.S. state and around the world, according to Amy Saltzman, director of the Association for Mindfulness in Education. The association\u2019s 3,000 members include individual teachers with a personal practice, as well as those who share mindfulness in the classroom, entire schools and even districts.<\/p>\n

Organization such as Goldie Hawn\u2019s\u00a0MindUP for Life<\/a>\u00a0and\u00a0Mindful Schools<\/a>\u00a0offer curriculum and training, while for-profit meditation apps\u00a0Calm<\/a>\u00a0and\u00a0Headspace<\/a>\u00a0also have resources for educators.<\/p>\n

Saltzman said the pandemic has brought attention to teachers\u2019 need for greater support, at the same time that it has limited their ability to seek it out. \u201cTeachers are super stressed right now as they start to go back.\u201d<\/p>\n

Salunga learned how to apply mindfulness to his professional life from\u00a0Thich Nhat Hanh, the Vietnamese Buddhist monk, teacher and bestselling writer who did much to popularize mindfulness by adapting Buddhist traditions to Western culture.<\/p>\n

Thich Nhat Hanh\u2019s\u00a0Wake Up Schools<\/a>\u00a0movement has taught hundreds of teachers in Vietnam, India, Europe and the United States through online retreats, courses, workshops and monthly gatherings during the pandemic. In August, it is co-sponsoring a virtual retreat for U.S. teachers with the\u00a0Barre Center for Buddhist Studies<\/a>\u00a0in Massachusetts.<\/p>\n

Orlaith O\u2019Sullivan, Wake Up School\u2019s international coordinator, sees a critical need for the organization\u2019s training as schools emerge from pandemic lockdowns. \u201cThis is the quietest and slowest that our world will ever be,\u201d she said. \u201cDaily life is only becoming louder and faster, and we need an intentional active resistance for our safety and well-being so we can live our lives well.\u201d<\/p>\n

The movement is about spreading happiness, not necessarily Buddhism, said O\u2019Sullivan. In education, secular mindfulness \u2014 teaching people to pay attention to the present moment without reference to a Buddhist worldview \u2014 is often promoted as a tool to help students improve their academic and behavioral skills. But teachers may be in equal need, said Richard Brady, a retired math teacher and author of \u201cWalking the Teacher\u2019s Path With Mindfulness: Stories for Reflection and Action<\/a>.\u201d<\/p>\n

\u201cEven a little amount of mindfulness can go a long way to help teachers relax when they feel stressed,\u201d he said.<\/p>\n

At the same time, Brady, a lay dharma teacher in Thich Nhat Hanh\u2019s Plum Village tradition, said the monk wanted to make sure that his teachings were not sold as \u201ca tool to fix things.\u201d<\/p>\n

\u201cThe big difference between Wake Up Schools and every other organization that I know much about is that Wake Up Schools is \u2026 about living your life with mindfulness,\u201d said Brady.<\/p>\n

Brian Beard, an English teacher at a private school in Houston, started attending a local Plum Village sangha, or community, in addition to his Christian church. During the 2020 winter break before the pandemic reached the U.S., he attended a Wake Up Schools retreat, where he said he learned \u201cwhat is transmitted is who we are, more than the actual knowledge.\u201d<\/p>\n

This spring, Beard and a colleague started meditating together once a week after school, and other colleagues have expressed interest in joining them. He also told his students about his experiences with Plum Village and a Christian contemplative retreat.<\/p>\n

In some classes, students voted to try activities such as mindful movement, eating meditation and deep relaxation. They also reflect on their experience. At Plum Village, retreatants put their hands together and bow before sharing in a group setting. To make the gesture secular, Beard has students snap instead of bow.<\/p>\n

Students said during the reflections that even a few minutes of quiet makes them feel calmer. Beard also noticed it helps them be stronger, clearer, more focused readers and writers, even if he sees the benefits going beyond academic skills.<\/p>\n

\u201cHelping students get in contact with the parts of themselves which are good and loving and empathetic, that\u2019s what keeps me excited about teaching,\u201d Beard said.<\/p>\n

But mindfulness still faces criticism from two sides. Due to its religious roots, some see it having no place in secular settings such as public schools. Yet mindfulness also risks being commercialized, focused solely on improving students\u2019 performance.<\/p>\n

Saltzman sees mindfulness training as teaching \u201cinnate human qualities\u201d \u2014 including kindness and compassion \u2014 that do not require a particular belief system or worldview.<\/p>\n

\u201cThese are just practical, useful life skills,\u201d Saltzman said. \u201cYou don\u2019t need to be Buddhist or anything else to practice them, any more than you need to be Italian to eat pizza.\u201d<\/p>\n

Still, teachers in U.S. public schools have to ensure that the practices they bring into the classroom are secular, she said.<\/p>\n

Salunga, a Catholic Filipino American, appreciates that he does not have to give up his faith to practice mindfulness in the Plum Village tradition. At the same time, when it comes to his public-school classroom, \u201cmy approach has been to not name it as mindfulness,\u201d he said.<\/p>\n

For instance, mindfulness practitioners often use a bell as a reminder to pay attention to their breath and return to the present moment. In Salunga\u2019s classroom, a bell \u2014 without explicit instructions about breathing \u2014 serves as a nonverbal cue to start class or regroup between activities.<\/p>\n

Mindfulness is about the values Salunga brings into the classroom, particularly teaching in an economically and culturally diverse community.<\/p>\n

\u201cWhat does generosity look like for my students?\u201d Salunga said. \u201cEspecially during the pandemic, this has meant adapting to meet my students where they are in order to keep the pathways to learning open.\u201d<\/p>\n

This side of the practice expresses itself \u201cby offering students grace\u201d and being flexible with deadlines, extending his availability beyond work hours and crafting new curriculum to respond to current issues, from vaccines to racial justice, that affect his students.<\/p>\n

\u201cIt would be unmindful to not do that. It\u2019d be a turning away,\u201d said Salunga.<\/p>\n

Thich Nhat Hanh taught that \u201chappy teachers will change the world,\u201d Salunga said. \u201c\u2018Happy teachers\u2019 are those that understand how to transform suffering \u2014 my suffering, the suffering of my students, their generation, their communities, our collective experience.\u201d<\/p>\n

Salunga is not sure he is a \u201chappy teacher\u201d yet. By continuing to teach mindfully, he hopes to have \u201cenough wisdom, skill, heart and presence\u201d to make each day with his students worthwhile \u2014 in person or online.<\/p>\n\n\n\n<\/div>\n\n\n <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

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