Mindfulness techniques have been proven to help students with self-regulation, social skills, and increased self-awareness and motivation (Vago & Silbersweig, 2012).
Engaging in mindfulness practices increases gray matter density in your hippocampus, the part of your brain that supports emotional control (Holzel et al., 2011; Esch, 2014).
Mindfulness practices also decreases gray matter density in the amygdala, the part of your brain associated with fear, anxiety and stress (Holzel et al., 2011; Esch, 2014).
References
Hölzel BK., Carmody J., & Evans KC. (2010). Stress reduction correlates with structural changes in the amygdala. Soc Cogn Affect Neurosci, 5(1), 11-17. https://doi.org/10.1093/scan/nsp034
Vago, D. R., & Silbersweig, D. A. (2012). Self‐awareness, self‐regulation, and self‐transcendence (S‐ART): A framework for understanding the neurobiological mechanisms of mindfulness. Frontiers in Human Neuroscience, 6, 1–30.
Feel free to print these set of 10 mindfulness exercise bookmarks for your students. Each bookmark contains a simple step-by-step mindfulness strategy that can be used as a class activity or independently by the student in order to self-regulate their own emotions.