- Welcome to Beyond the Classroom on PBS39.

I'm your host, Joe Paccitti, and it's a pleasure to sit down with you this evening.

On this week's episode I'm excited to be joined by two individuals who are doing the important work of ensuring our students, staff and caregivers have a deeper understanding of what social emotional learning or SEL is and how it can improve our lives.

While we'll talk in greater depth about the ways SEL affects our students' lives in another segment, today's guests will hone in on some of the strategies that target stress, improve focus and encourage calm, reflective states of mind.

There have been several promising studies showing the benefits of mindfulness as a practice.

And in recent years, K through 12 schools have begun to adopt mindfulness-based education programs as a means of improving students' social emotional development.

Mindfulness isn't a new practice.

It's a tool used in a variety of contexts, from ancient religions to trauma- based therapy and yoga.

Personally, I'm excited to learn more about how to use this practice at home.

So let's get started.

It is my sincere pleasure to welcome tonight to the studio, and I need this, frankly, probably as much as the cast and crew here all need it, mindfulness is what we're going to be talking about tonight.

But first, my guest, Maureen Wendling.

You are the director of the Shanthi Project.

And Rosa, you are at Donegan Elementary, correct?

OK, and just so we know, we can clarify your roles, what is it that you do at Donegan, Rosa?

- I am the community school coordinator at Donegan.

- Excellent, excellent.

So I want to start off tonight, mindfulness is something that parents, caregivers have heard a lot about in the past couple of years in particular.

So even before Covid, right, this is something that we've been talking about and kids have been experiencing.

It falls under what we would call social emotional learning, or SEL is that acronym that we often see.

Would you mind explaining what SEL is, Rosa, if you wanted to give just a definition for folks?

- Yes, social emotional learning is actually the process in which a child or an adult learn how to manage their emotions and make responsible choices and create or build strong relationships.

- Excellent, excellent.

So are there other components to SEL?

Cos again, I frankly get things confused with SEL because it captures so many different things.

So it's strategies, it's different techniques that people can use.

How does mindfulness fit into that, Maureen?

- Mindfulness is a coping skill.

It teaches us how to respond rather than react.

It helps us learn to be better communicators, how to recognize our emotions more, and it just helps build resiliency.

- So what is it and why are we doing it now?

That was always the thing that I wondered about because when I was in Allentown, we had people come in.

I know that you work with a number of different districts.

Why this year or even the past few years?

- Sure.

So mindfulness is defined by John Kabat-Zinn, who is the founder of what's called mindfulness-based stress reduction, as the practice of paying attention on purpose, in the present moment, without judgment.

So it's about we're either with our worrying about the future or ruminating on what's happened in the past.

And John Kabat-Zinn was out of the University of Massachusetts Medical Center.

40 years ago, he took mindfulness, which has been around for thousands of years, and brought it into, and made it secular, and there's a lot of evidence around his program.

And what organizations like Mindful Schools, which is a very large organization in the United States, did was take that curriculum and make it, brought it and made it for kids.

So it's really like a kids version of adult mindfulness.

And so, you know, people think that it's new, but it really has been around for thousands of years.

The data, you know, is strong, that it helps with coping.

And, you know, we teach kids about how their brain works and when their brain is stressed, about the prefrontal cortex and their hippocampus and their amygdala, you know, when their amygdala is fired up, by how breathing can help calm down the amygdala to connect to the hippocampus, so they can remember their tests, you know, what they're learning in school and where their homework is and learn to, you know, recognize when they're getting angry.

- So this isn't just something that we would consider like meditation, because that's what I wanted to ask, also.

Is there a difference between what mindfulness is and what meditation is?

- So there's mindfulness meditation, which is a practice of learning to meditate or sit and meditate during, you know, mostly for all adults.

What we teach in the schools is mindfulness tools.

So we teach...

There's simple practices that we come into the classroom and we teach kids and their classroom teacher.

It's part of... We make sure that the teacher wants us in the classroom and that they're learning along with the kids as well.

- That's excellent.

So, Rosa, with your work specifically at Donegan, you get to see this, right?

You get to see kids engaging in mindfulness and mindful practice and you get to see staff doing it also.

What does it look like?

- So mindfulness is actually one of the strategies that we utilize when we work with the zones of regulation in the school.

We have different...

The students have difficulty sometimes expressing their emotions, identifying how they feel, and by utilizing the zones of regulation, green, yellow, blue, red, the students are able to express how they feel.

They are able to utilize mindfulness as a strategy to reset, to take a moment to breathe and reset and move from one zone to the other.

- So these zones of regulation, because this is something that I'm also learning a lot about now, in my own district.

Could you explain what those regulations are?

Just the different colors?

Like what does it mean if I'm on blue or what if I'm on red?

- If you are in green, you're ready to learn.

You're happy.

You are good to go.

If you are in the blue zone, you're usually sad or tired.

If you are in the yellow zone, you are frustrated and maybe excited to a point where you can't concentrate.

And if you are in the red zone, you are definitely not ready to learn.

You are angry, upset.

And it is OK to be angry and upset.

And we teach our students in the classroom that there's nothing wrong in being in the red zone or the blue zone or the yellow zone.

We just need to make sure that we know the strategies that we can utilize to be able to move from one zone to the other.

We all do.

Teachers have also good and bad days, and we all need to model, as adults, for our kids.

- Yeah, I almost wish that in my own office I had a color chart that I could just put something on at the beginning of the day, just to indicate, hey, here's where I'm at and here's where I want to be, right?

- That's literally how it works.

- So they so they will do that as they walk into the classroom?

- Correct.

They walk into the classroom and they will identify themselves.

They will say, I am in the green zone, or in the yellow zone.

There are different strategies.

Mindfulness is one of them, but they also have peace corners in the classroom where they can play with fidgeting toys and take a minute to reset.

I personally have a chart at my door, and beware.

If I'm in the red zone, do not come in there.

- That's great.

That's great.

So for those of us listening at home, like, we can absolutely do that.

You can post it anywhere in our house, right?

- Correct.

- When we walk in the door.

I think it's excellent, though, in terms of the signal, because the students, it seems like what the what the practice is teaching them is to internalize how they feel and to be able to express it also, but not putting them in an awkward position where they have to talk about it.

They can just show that they're sad or they're angry.

- Correct.

One of the core pieces of social emotional learning is to be able to identify your own emotions, so self-awareness and then self regulation, that's where you then reset, move from one zone to the other.

- OK, so for those of us that go home at the end of the day, a very long day in some cases, right, and this is towards the beginning of the school year when we're filming this episode.

For those of us with kids, I know that I'm depleted by the time that I get back.

And I do feel very badly some days because I can't give the same level of attention sometimes that I would like to.

And as you're talking about these zones of regulation and these strategies that I could possibly employ, if you were to give some tips, Maureen, specifically to parents and caregivers, when you do come home and you do feel remarkably burdened and you do feel very tired, what can I do to help mediate that?

- Sure.

One of the best things is, and Rosa touched on it with checking in with the zones of regulation, is just doing that.

Because it goes back to that awareness, that we are on autopilot all the time, right?

It's sort of like when you get into the car and, you know, like, "Oh, I got to go to my friend's house" and you end up there and you're kind of like, "How did I get here?"

Because your mind is all over the place.

So doing a check-in with yourself before you open that door of, what are my thoughts right now?

What are my feelings and what are my body sensations?

Are my shoulders tight or is my jaw tight?

And even just taking some breaths... ...can just help put that parasympathetic nervous system and bring you into the present moment so you're kind of transitioning from work to being more present with your family.

- That's excellent.

And what I love is you keep returning to the academic or scientific language of how our brains work.

And that's something I've always wondered also, not just for students in the classroom, but when they go home.

How exactly does this dovetail or fit into the experience of academic learning for kids?

Because clearly there's a very strong connection between the two.

Could you explore that a little bit?

- It's the focus, you know, really learning to focus, because as you know, you walk into a classroom, it's very different than when you walked in when I was in grade school or middle school.

And you see kids fidgeting a lot.

There's a lot of distractions.

And what mindfulness does, it helps kids center themselves and be able to focus on taking tests and even into... through academia, into their work life, just having better coping skills to get through life, right?

Like life is through its up and downs.

So mindfulness helps people relish the good times and also develop a relationship with the not so great times, but not to be carried away by those not so great times.

- How exactly... Let's say that I'm really resistant to this idea.

I'm not, by the way, I love this idea.

But if I'm really resistant, and it could be because of time, it could be because I don't feel like I can practice this effectively, like, I'm hearing you describe these strategies.

When I get to the door, I want to like, pay attention to how my muscles are tensed or not tensed.

How do I buy it or how would you...

I don't want to use the word convince.

But how do you encourage somebody to engage in this practice, for those of us that feel like it's unapproachable?

So just to maybe start with some easy things that you can do during the day.

First was the mindful check in that we talked about when you're at the door.

And Rosa also described what the zones of regulation, the fall is a perfect time to practice a little mindful tools.

You're going out for a walk and you check in with your senses, you know, and how many times do we do that?

Usually we're just walking to get somewhere.

Well, maybe you go out and you go for a walk and you really... Really just sink into nature.

Listen to the crackling of your feet and the leaves on the ground.

Notice the smells.

Notice what you see, the colors of the leaves.

So just even working through your sensations is a really... is a really simple way to get started.

For those of us who are in, you know, behind a desk in the workforce and even teachers, an easy mindfulness practice, just something to bring into your day is when you're feeling anxiety or feeling overwhelmed, just noticing your feet flat on the floor and noticing the sensations maybe of your hands on your lap is a mindfulness practice, because by noticing those body sensations, you're back into the present moment.

Your mind isn't worrying about the future and it's not ruminating on the past.

- Actually, as you're describing it, I'm trying to do it myself, even though even though we're on stools, I'm still trying to like notice exactly where my body is placed.

And I do actually find that it helps me not only just pay attention, but kind of relax a little bit.

- And the great one about that one is no-one knows you're doing it, right?

- You didn't even know that I was doing it.

- I didn't even know you were doing it.

- No, no.

Excellent.

- Another really great one that parents can do with kids is just simple five finger breathing, you know, breathing, breathing in.... And breathing out... breathing in... and breathing out, so it's good for me and it's good for my child and it's something you can do together.

- Yeah, that's fantastic.

Now, in terms of spaces, right, because I think another concern for a lot of people is where do I do this, right?

Where can I do this at home?

I want to start first, though, with a very unique room that exists at Donegan Elementary, which is fantastic.

Rosa, could you tell us a little bit about that room?

- Yeah, the zen zone, it's a room that we created last year with community partners.

We had the Shanti Project, Air Products, the Foundation, Bethlehem Area School District, Graceway Church.

We created this room because there was a need to have a space in the school where the teachers could take a moment to recharge and to reset.

The way that we are doing this this year is we are working on a tap-out and tap-in strategy where the teachers have an opportunity to tap out of the classroom and tap into the zen zone, where they have different areas where they can take a minute and relax.

If they have a stressful day, they can either play with the sand garden that we have in the room, they can sit down and have a warm tea, or they can do some meditation or mindfulness practices.

- And any student can use this at any time if they're feeling like they need it.

- We have the zen zone for the teachers, but we also have the zen zone for the students in the classroom.

They can tap out of their class any time for five minutes and reset and just like they do that, the teachers are allowed to do the same because we want to make sure that the teachers are modeling for the students.

We are looking to create a culture where the entire community benefits from this room.

By having the teachers tap out of the classroom and use the room, we are modeling to the kids.

The kids are seeing that the teachers are also taking time.

So the students go home and they talk to their parents and their siblings about it.

And next thing you know, an entire community is benefiting from the mindfulness program and from resetting and recharging.

- That's outstanding.

And I think the other thing that is really telling about that is that it does have actual visible gains.

We can see exactly what this does.

You talked about improved focus.

You talked about how it helps students concentrate and things like that.

Do we see an effect on...

I hate to say it.

Do we see an effect on test scores?

Do we see an effect like academically, like does this help them in that capacity also?

- Yes, of course.

Teachers are seeing more teaching minutes during the day, less behavioral referrals as well.

So that way it's just... it's been amazing.

And, you know, and as Rosa said, the importance that... of a teacher coming to a classroom that they're ready to be there for the students is so important.

And it's something that our program is really paying a lot of attention to, because especially through Covid, if the teacher's coming in to the classroom and their mind is somewhere else, you know, or their concern or anxiety is coming up, the kids, you know, it just... it feeds into the classroom.

The best they can do is to take care of themselves and practice self-care because it also benefits the kids that they're there with.

- Yeah.

Now, that idea of self care.

We also hear a lot of that, too.

So for those of us that are caregivers at home, what are some additional ways... You had mentioned, in addition to the mindful practice, like what would we consider self care for ourselves where you don't feel like you're taking away from your own children?

- Oh, yes, sure.

I would always, you know, you hear it a lot, but there is data around it, that gratitude, just writing down at night or even just saying two things you're grateful for at night.

And it could be something like as simple as, you know, "I found that old shirt I was looking for."

I'm trying to think of an example.

But you know, "I got some really good health news "for myself," but it doesn't have to be these big things.

It can be simple things because we miss them during the day, right?

We don't stop and aren't aware that there is a lot of good things happening, and, you know, Covid has just been this time where because of all the uncertainty and because the kids are not around their mentors and their teachers, that they're usually in school, the anxiety levels have just been off the charts.

So you had asked at the beginning of the show why mindfulness is so relevant right now.

Covid has just put a whole new spotlight on the importance of mental health.

It's the one the one benefit that I have seen out of Covid is that we're now talking about it.

It's OK to say "I need to tap out" or "I need a moment" or "can you wait a minute?

"I need to breathe a little bit "and I'll be right back with you."

But these things are OK to do.

And, you know, also out of mindfulness, and kids learn this, we teach these kids this, is self compassion and having empathy for other people.

So if you have developed this skill as a young child of having compassion for yourself, imagine, you know, I think about how my life would have changed, you know, that non striving that you have to be the best, or recovering more quickly from difficult situations.

- Yeah.

- It all just ties into life, right?

- Yeah.

And I love that you talked about that gratitude component too - that's something that I don't think that we prioritize enough or I think we kind of push to the side sometimes and say, you know, being thankful for something just seems like common sense, or I don't really have time for that.

But I even think, like before going to bed at night with my own family, you know, talking about maybe one thing that we're each grateful for, or as you say, like writing it down, it's a remarkable way to decompress, but also, you know, go to bed happy or at least happier than you were.

You get better then at recognizing them during the day.

Things to be grateful for and positive things - during the day.

- Yeah.

By naming them at night, just even saying them out loud is great.

- Yeah.

And so with that, so obviously this is a practice that once you start to internalize and once you start to use, it grows with you and it's something that develops into something much greater for individuals.

At Donegan, for example, so for kids, let's say a couple of years ago, that maybe started engaging in mindful practice, do you see them doing that?

Do you see them internalizing those tools and continuing to use them as they advance through their grades?

- Absolutely.

I can take a special occasion where we had PFSA exams in a school and I had a student that looked at me and said, "Miss, I need a mindful moment."

- Oh, my gosh, yeah.

- "I need to breathe in and out.

"And then I can go back to the test."

That alone, that self-awareness and having the tools and the strategies to be able to reset was... That's a perfect example.

But when I think about parents at home and when I think about what families can do to help each other, I think it's important to create a space of, an environment of self-respect, trust and support.

And I think it's important for parents to be able to say, "I need some time, I need to get five minutes, "perhaps, once I send the kids to bed, "and do some breathing techniques or listen to music" and give yourself that opportunity - to do self care.

- Yeah.

Who can I connect with if I'm a parent?

Obviously, Donegan has done some amazing work, the Bethlehem Area School District has done great work with it.

But let's say that I'm not connected or my child isn't connected to Shanti Project or another organization perhaps that does mindful practice.

Where can I go for resources?

- We have amazing resources on our website.

We have a program called Mindfulness For All Families.

It's six robust online lessons.

There's videos, instructions, a workbook, and it's for all members of the family to do together or separately.

There's lessons in Spanish.

There's movement, which is also part of mindfulness.

So please, we are here to help and support about how to start your own practice.

- Yeah.

Now if I contacted, let's say I called my teacher... My teacher!

My child's teacher, right?

If I had contact with them and said, hey, can you show me some mindfulness stuff, would teachers be able to do that?

Or is this something that...

Does it require special training on someone's behalf?

- Not really.

What they have been learning in the classroom, even the kids can teach you.

But going back to where can you go?

The community school is a place that is open to parents and community members at all times.

And when you have a situation where you need help, you can tap into our guidance counselors, you can tap into our family development specialist or even myself, the community school coordinator and the doors are always open.

Just come and visit us and we will guide you.

- That's amazing.

It's such a remarkable resource to have available in the community.

And I know that many schools in Bethlehem Area School District are community schools.

A few in Allentown are as well.

That's outstanding.

- We also have another online program that we did in collaboration with Resilient Lehigh Valley and Leigh's College of Education.

It is called Creating Calm Together.

It's an online program that we put together with Resilient Lehigh Valley, which is part of the United Way and Lehigh University's College of Education.

- That's wonderful, Maureen, thank you so much.

I'm so happy to hear that resource is going to be opening back up again.

That's fantastic.

So I want to ask if, and I'm imposing, you can say no, it's fine.

If we have... Is there like a one minute exercise you could guide us through?

- Sure.

- Excellent.

- Sure.

- OK. What do I need to do?

You just tell me.

- So I'm going to ask you, going back to what we were kind of doing before, is just put your feet flat - on the ground.

- OK. - So you're noticing the sensations of your feet - on the ground.

- Do I close my eyes?

- I'm so sorry.

- Your hands on your lap.

I'm going to invite you to close your eyes if you're comfortable with it.

And just begin by taking some breaths, some intentional breaths.

They can be in through your nose and out through your mouth.

There's no need to manipulate or change the breath in any way, just allowing the body to breathe itself.

Noticing if there's any holding in your shoulders and just relaxing them.

Noticing any clenching in the jaw.

And as you're breathing, just notice where your breath is most apparent.

It might be with the rising and falling of your chest.

Or the expanding and contracting of your abdomen.

Or perhaps noticing the sensation of air moving through your nose.

Just allowing the body to breathe a few more times.

And when you're ready, you can open your eyes.

- Do you have a service where you can just exist like around me at any given moment in time and just go ahead and talk?

That was fantastic.

- Thank you.

- It felt so good.

- Yeah, that was awesome.

Thank you so much.

- It was so easy too.

- Yeah.

- Another resource for adults that are watching is I'm an adult mindfulness teacher.

One of the...

I was told one of the best kept secrets in the Lehigh Valley, is that Lehigh Valley Health Network has a center for mindfulness that's open...

It's been closed to the community during Covid, but it will be reopening and they offer an eight-week mindfulness based stress reduction class - that's wonderful.

- That's excellent.

I'm so happy to hear that's opening again as a resource.

That brings us to the end of our time.

Rosa, thank you so much for coming in here with Donegan Elementary.

Maureen, the Shanti Project.

This has been fantastic.

Thank you.

I hope that our viewers got a lot of value out of that.

I know that I did and I'll be practicing at home with my own family.

So thank you.

As the proverb goes, it takes a village to raise a child.

And we hope that you'll consider our program a part of your village.

Do you have questions or comments?

We want to hear from you.

Go to PBS39.org/classroom or join the conversation on social media.

I'm your host, I'm Joe Paccitti.

Goodnight.