Tag Archives: Mindfulness

Mindfulness and Arts Education: A Path to Healing and Expression for Trauma-Affected Students in the Post-COVID Era

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The COVID-19 pandemic has undoubtedly left an indelible mark on our world, impacting individuals and communities in profound ways. Beyond the physical health concerns, the pandemic has also exacerbated mental health issues, particularly among children and adolescents, many of whom have experienced trauma and loss. As educators and arts professionals, we face the challenge of supporting these students and creating nurturing environments that foster healing, resilience, and self-expression.

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One of my art students creates artwork that delves into the theme of overcoming trauma and examines the concept of taking charge of one’s destiny. This work was produced in the year 2020; Photo credit: Melissa Williams.
A student creates a powerful artwork that delves into the theme of overcoming trauma and learning to love oneself, even in the face of challenging life experiences. This thought-provoking piece serves as a testament to resilience and self-discovery. It was produced in the year 2020. Photo credit: Melissa Williams.

In my own teaching experience and work as the founder of a nonprofit performing arts organization, I have witnessed the transformative power of mindfulness practices and arts education in supporting students who have been through trauma. Mindfulness, the practice of non-judgmental awareness of the present moment, offers a range of benefits for these individuals, including:

  • Reduced stress and anxiety: Mindfulness cultivates a sense of calm and inner peace, helping students manage the overwhelming emotions that often accompany trauma.
  • Improved emotional regulation: Mindfulness teaches students to observe and accept their emotions without getting caught up in them, enabling them to respond more effectively to challenging situations.
  • Enhanced self-awareness: Mindfulness fosters a deeper understanding of one’s thoughts, feelings, and sensations, empowering students to make conscious choices about their reactions and behaviors.
  • Increased empathy and compassion: Mindfulness cultivates a sense of connectedness with others, enabling students to develop empathy and compassion for themselves and others.

Arts education, on the other hand, provides a unique platform for trauma-affected students to express their emotions, explore their experiences, and develop coping mechanisms. Through various art forms, such as visual arts, music, dance, and creative writing, students can:

Crafting art with mindfulness at the street art festival, where creativity meets tranquility, and every brushstroke becomes a mindful journey of self-expression. Photo credit: Melissa Williams.
  • Process their emotions and experiences in a safe and non-threatening environment.
  • Develop self-awareness and self-expression skills.
  • Explore and communicate their inner world in a way that words alone may not allow.
  • Build self-esteem and confidence.
  • Connect with others who share similar experiences.

The integration of mindfulness and arts education into the learning environment has been particularly valuable in the post-COVID era, where many students are grappling with the aftermath of the pandemic’s disruptions and uncertainties. These combined practices can provide a holistic approach to supporting trauma-affected students, fostering healing, resilience, and self-expression.

Here are some specific examples of how mindfulness and arts education can be incorporated into the classroom and beyond:

  • Mindful breathing exercises and guided meditations can be integrated into arts classes to help students manage stress and anxiety before or during creative activities
  • Mindful journaling prompts can be used to encourage students to reflect on their thoughts and feelings while creating art.
  • Art therapy sessions can be offered to provide students with a safe space to process their emotions and experiences through art-making.
  • Mindful movement practices can be incorporated into art classes to help students connect with their bodies and reduce stress.
  • Art exhibitions and performances can provide opportunities for students to share their work with others and build a sense of community.
Enthusiastic students immerse themselves in the practice of mindfulness through invigorating yoga sessions; Photo credit: Melissa Williams.

In my work with my nonprofit organization, I have seen firsthand the positive impact of mindfulness and arts education on trauma-affected students. I’ve have seen them become more confident, expressive, and resilient. I’ve have seen them develop a deeper understanding of themselves and their emotions. And I have seen them build strong connections with others.

I believe that mindfulness and arts education are powerful tools that can be used to help trauma-affected students heal and thrive. By integrating these practices into our work, we can create a more nurturing and supportive world for all.

Additional Resources

I hope this blog post has been helpful. If you have any questions, please feel free to leave a comment below.

(Trube, 2017)

Get Black to Mindfulness!

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Mindfulness. Consciousness. Awareness. 

These are difficult terms to define, given their varying use and the different educational levels that subscribe to them. In 2017, Barbara Trube, a professor of education and an early childhood education program coordinator, published an article that addressed mindfulness practices and its affect on mentoring and teaching. Her understanding of transformative learning supported the references used to make sense of her proposed, innovative strategies. Transformative practice finds its purpose in mindfulness strategies, through the understanding that human beings attempt to make sense of their experiences, and interpret information, rather than simply acting on the judgments and beliefs of others (Trube, 2017). This method of comprehension is liberating for the educated, who understand, but to the unlearned, it’s safer to follow the beliefs and feelings of the group. Throughout history, this created tribalism, religion, political parties, and gangs. In 2021, our respective cultures are the essence of our previous group-thought processes, and certain subgroups, in relation to education, are still behind in development.

In math and reading, according to the article, “High School Seniors Aren’t College-Ready,” “46 percent of white students and 49 percent of Asian students scored at or above proficient, while only 17 percent of black students and 25 percent of Hispanic students did so” (Camera, 2016). The Journal of African American Males in Education published an article in 2010, relating to the discipline patterns for black male students and its impact on their academic achievement. After the analysis, concerning the disproportionate behavioral infraction data across the races, the findings section portrayed the understanding that black students, as a whole, receive harsher punishments than their white counterparts who commit similar disobedient behaviors (Joubert, Bonner, Lewis, & Butler, 2010). This results in the increased number of absent school days and wasted chances to engage in academic curriculum. 

In my opinion, the issue of systemic racism is so deep, that only mindfulness of one’s specific situation, a dedication to education, and consistent reflection can cure a culturally inherited problem. Trube listed meaningful exercises that can be adjusted to be more culturally relevant and address our struggling black students. Trube suggests the application of awareness exercises to encourage mindfulness, through “in the moment” reflections, using the 5 senses to make connections and guide inquiry (2017). The next exercise pertains to exploration through written expression of the their current senses. For black students, I recommend that we use this moment in time to evaluate their mindset and create an agenda to execute their plans. My belief is that the pressure from the culture to conform to the methods and thinking processes of the past, ultimately poison the autonomy and ambition to blaze new paths. Another exercise in the article about mindfulness practices pertains to inquiry and finding inspiration through the identification of external content and research area experts (Trube, 2017). For our struggling black students, this intensive mental planning could be the missing conscious training that they need, to emerge from the bottom of the educational statistics. 

Camera, L. (2016). High school seniors aren’t college-ready. U.S. News & World Report. https://www.usnews.com/news/articles/2016-04-27/high-school-seniors-arent-college-ready-naep-data-show.

Joubert, M., Fred A. Bonner, I. I. I., Lewis, C. W., & Butler, B. R. (2010, March 1). Directory of open access journals. Journal of African American Males in Education. https://doaj.org/article/e11c215aa020400da53c6907af90dc70.

Trube, B. (2017). Mindfulness practices in mentoring and teaching. Childhood Education, 93(2), 159-167. https://eric.ed.gov/?q=Mindful+Mentoring&pr=on&id=EJ1132700