SPOTLIGHT - SOUTH AUSTRALIA Part 2
Does the implementation of Mindfulness and Calming Activities after recess and lunch improve student engagement in learning?
Abstract for the ACF – Childhood Trauma Conference 2018
Theme: Trauma informed practice in schools
Presentation Title: Mindfulness – Engagement - Learning
All Saints Catholic Primary School, Seaford SA
At All Saints Catholic Primary School we have many children who have experienced various levels of Trauma throughout their childhood and in their home environment. These children present with social, emotional, academic and behaviour difficulties which effects their ability to engage in learning on a daily basis.
The focus of our Action Research Project was to identify the children who have experienced trauma and implement strategies to improve their engagement in learning. We recognised that the most difficult times for our traumatised children is after play times. Our main focus of our project was to implement calming and mindful activities after play times as a way of creating a calm learning environment and preparing the children to engage positively in learning.
Throughout our 18 month journey we took data from staff, students and parents. We analysed the data to prove our inquiry question “Does the implementation of Mindfulness and Calming Activities after recess and lunch improve student engagement in learning?” Ultimately we found that mindfulness and calming activities after play times had a big impact on how students engaged in their learning! Children were taught about brain functions and practised mindfulness daily. Staff were trained in Trauma Informed Practice and Mindfulness.
The Trauma Project at All Saints has been a valuable learning experience for our staff, children and community. It is only the beginning of the work that we intend to do around developing the WHOLE child. Staff have become more informed in the neurobiology of the brain therefore being able to teach our children about how the brain works. The Trauma Committee have become leaders to other staff, especially new staff, and are able to mentor colleagues on how to integrate mindfulness in the class.
One of the challenges our staff are facing is understanding children’s trauma stories and finding ways to support, connect and understand these students. We are currently witnessing a gradual change within our school culture as to how our staff is viewing children’s behaviour. Our teachers are now applying their knowledge of the Limbic system when faced with students displaying unmindful thoughts and actions. This reinforces the importance of getting to know the story behind the negative behaviour, as we’re seeing more teachers take this into consideration.
The trauma project has launched a wellbeing focus at All Saints and it has become part of our strategic plan to improve child wellbeing. We have already learnt that calming strategies and mindfulness can make a large impact on a child’s engagement in learning. We are now keen to find out what other strategies we can use to become more trauma sensitive. One idea we have is to create a central “Calm Zone” where children can visit when they are feeling overwhelmed in their classroom or in the yard.
Our children have become “experts” in the neurobiology of the brain and are able to articulate their learning when faced with threatening situations. They understand why we do calming activities and they are making the connections with how and why they react to certain situations. The children now realise that the physical sensations they experience are actually the expression of certain emotions. In some cases children are able to use a range of calming techniques on their own to help manage their emotional responses. Our children are now able to identify early warning signs in themselves and are able to use calming techniques appropriately to reduce their level of anxiety. It is so rewarding to see children self-regulating and self-soothing when they are feeling anxious or angry.
The Trauma Project has been a significant development in child wellbeing at All Saints and helped promote a positive and calm learning environment. We feel that we have made a positive impact on the school and we are eager to continue working towards trauma informed practice throughout the whole school. Being a trauma sensitive school is something that requires persistence, patience and passion. We believe that we have made a great step towards trauma informed practice and required the dedication of the entire community to continue our journey in child development at All Saints.
