Abstract
The relationship between mindfulness, attention, and well-being is well established. In the field of education, mindfulness programs often focus on teaching children ways of coping with attentional and emotional difficulties. Mindfulness practices are also valued for teachers, and being a mindful teacher impacts the classroom environment. The nature of mindfulness and teaching is complex, involving individuals and relationships, and highly subjective. This article shares the voices of two teachers with established mindfulness practices. Through their mindfulness practice, they showed high levels of social and emotional competence and responsive, dialectical, non-judgmental, and self-regulating qualities.
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