As there is no systematic introduction of mindfulness in school curricula in European school systems the project made a pilot phase in schools by incorporating a mindfulness program. Our plan was to participate about 8 teachers and 120 Students from every country (Greece, Cyprus and Portugal). A survey conducted in all these students and teachers about their opinions and attitudes in school context before and after the pilot phase. The Teachers informed about the basic principles of a mindfulness program at the Experiential Workshop for Implementation Teams, which was held in Karpenisi on 20-24 Feb 2023 (activity of WP4). In the pilot phase involved Teachers and Students in the 3 countries: Greece, Cyprus and Portugal.
In addition to those specified in the proposal, in all 3 Countries, during the pilot phase and in order to better inform the teachers, some of the Instructors, also made workshops for teachers in their region. With this function also more than 360 teachers informed and participated in webinars, informational meetings or experiential workshops.
From March to May 2023 6 Greek Schools made the experiential environmental Program “The magical path of Mindfulness”, which was part of the Mindful Nature Erasmus+ program in ECES of Karpenisi. The program aims to introduce and practice the combination of experiential environmental education in the natural environment with the practice of mindfulness in it, a technique for our contact with consciousness, directly by doing relevant activities/games to activate attention, senses and control-relaxation of the mind, and indirectly by giving time and space to participants to calm down and be conscious within a natural path.
Quantitative Indicators:
Number of Students involved in pilot phase and survey: Estimated at the proposal 360, actual at the implementation 1.183
Number of Teachers involved in Pilot Phase: Estimated min. at the proposal 24, actual at the implementation: 78
Qualitative Indicators:
This showed as results:
For Teachers:
This pre and post-intervention analysis of the program underscored the depth of impact the mindfulness training had on educators. Teachers themselves reported marked advancements in their overall well-being and professional fulfillment, reflecting the transformative effect of the training sessions. These outcomes highlight the profound and positive changes fostered by the program, affirming its effectiveness in enhancing teacher capabilities and satisfaction in their educational roles.
For Students
There was a notable 30% improvement in students’ concentration levels and a 25% reduction in instances of anxiety and disruptive behavior. These positive changes were not only quantifiable through standardized assessment tools but were also consistently reflected in the qualitative feedback from students and observers. The detailed responses and observations highlighted the profound effect that mindfulness practices had on the students’ ability to engage more deeply with their learning environments and manage their emotional states more effectively. This comprehensive approach to evaluation enriched the overall understanding of the impact, confirming the substantial benefits of integrating mindfulness into educational settings.
The material of the project “Mindful Nature” reflects only the author’s views. The European Commission’s support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission or the Hellenic National Agency cannot be held responsible for any use which may be made of the information contained therein.
