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This book assists teachers in school and higher education settings to make informed decisions about whether to include mindfulness in their teaching, depending on their own capacity, student cohorts and activities to make sure it is safe for more vulnerable students. This guidance is based on a combination of existing pedagogical and clinical knowledge about meeting the needs of vulnerable students, clients and patients and the specialized expertise of trained mindfulness clinicians and teachers.
Leigh Burrows has a wide background in primary, secondary, alternative and higher education teaching and research. She has held advisory roles in special education, well-being and students at risk and is a qualified solution-focused counsellor who is passionate about the transformative potential of a holistic and inclusive approach that is deeply informed by her 30 years of meditation practice. She has published in the areas of relational mindfulness, spirituality, well-being, teacher professional learning, autism, trauma, dyslexia, and parent-teacher relationships. She has developed the Masters in Education topic Mindfulness and the Inner World of Teaching and presents workshops on mindfulness to a wide range of professionals.
List of illustrations Acknowledgements Introduction Chapter 1: 'Opening Pandora's Box of Mindfulness in Education': the case for safeguarding Chapter 2: 'Turning the Lens of Mindfulness on Ourselves': the significant role of the teacher. Chapter 3: 'Crossing the Threshold': attuning ourselves to student vulnerabilities Chapter 4: 'Minding the Gap': attunement to learning environment and activities Chapter 5: 'Mindfulness is Actually Right Under our Feet When we are Doing our Best Work': the contribution of teacher preparation Chapter 6: Creating Calmer Classrooms in the Primary Years Chapter 7: Engaging with Mindfulness in the Sensitive Secondary Years Conclusion Index
