Abstract
Contemplative faculty are higher education professors who regularly implement contemplative approaches in their teaching to address their students’ social and emotional needs, promote creativity and nurture stable behavior. Through an analysis of contemplative faculty narratives this study explored contemplative higher education faculty perceptions on the use of contemplative pedagogy in the classroom and its impact on student mental and emotional health. After experiencing the benefits of contemplative practice for themselves, faculty wanted to pass along these practices to their students to address mental and emotional wellbeing. Faculty perceived specific benefits for their students including focus and acceptance.
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