Reducing Reactivity: The Influence of Classroom Mindfulness Practice on Gifted Children

Abstract

The impact that the practice of mindfulness has on young gifted children has yet to be fully explored in today’s literature. In adults, mindfulness has been demonstrated to help reduce anxiety, depression, stress, and improve self-regulation. Children are known to struggle with these issues as well. The findings of this exploratory qualitative study suggest four themes regarding the influence of classroom mindfulness practice on the lives of gifted children. The themes are the need for mindfulness, individual experiences, the role of mindfulness in the classroom, and the benefits of mindfulness. Parents and teachers provide multi-informant approaches to understanding the ways in which classroom mindfulness practice shapes the behavior of young gifted students. Although mindfulness has been researched in detail with adult populations and to a lesser extent with children, very few studies exist that explore the use of mindfulness with young gifted children. This exploratory study observed students practicing mindfulness, and then used parent and teacher interviews to provide preliminary information.