Mindfulness in the Secondary Classroom

A Guide for Teaching Adolescents (SEL Solutions Series)

Patricia C. Broderick (Author, Penn State University)

Overview | Contents

Mindfulness includes qualities of mind and heart; it provides a strong foundation for other social and emotional skills.

Mindfulness is making inroads into classrooms, as teachers seek ways to center and focus their own attention as well as that of their distracted students. Trish Broderick describes the particular relevance of mindfulness to the teaching of adolescent students, including its potential to alleviate stress, foster motivation, engagement, and compassion—and ultimately, to improve both learning and social relationships. Her book is a guide to applying mindfulness to day-to-day classroom challenges; every chapter contains authentic vignettes of secondary teachers and students, brief practices to try, and a set of takeaway points and reflection questions. 

Book Details

  • Paperback
  • May 2019
  • ISBN 978-0-393-71313-8
  • 6.3 × 7 in / 192 pages
  • Sales Territory: Worldwide

Endorsements & Reviews

Mindfulness in the Secondary Classroom is clearly and elegantly written not only for teachers at this grade level but also for anyone interested in how mindfulness works, its possibilities and limitations.” — Bruce S. McEwen, PhD, Laboratory of Neuroendocrinology, The Rockefeller University

“Whether or not you are new to mindfulness, this book will inspire you to become more attuned to yourself, alive to the classroom, and responsive to your students. ” — Amy L. Eva, PhD, Associate Education Director, Greater Good Science Center, University of California, Berkeley

“Broderick provides a practical guide for teachers that includes everyday brief practices that teachers can do both for themselves as well as with their students to create caring, compassionate, and supportive classrooms for all.” — Mark T. Greenberg, PhD, Bennett Chair of Prevention Research, Pennsylvania State University

“Trish Broderick’s book hits the mark when it comes to teaching and learning about mindfulness in a high school setting. As an administrator, I have seen first-hand the positive effects of meditation and mindfulness classes on stressed-out students in New York’s urban high schools.” — Scott Silverman LMHC, Ed.D, Licensed Psychotherapist, Melville, N.Y., Assistant Principal, John Adams High School, Queens, N.Y.

“I cannot imagine a teacher in high school who does not constantly wonder how they might thrive in their difficult work and help their students do the same. This book skillfully addresses that perennial question, making the case for mindfulness practice in classrooms and offering practical tools for teachers and students. When you apply this approach, be ready to see your day with fresh eyes and engage your students in new ways.” — Terry Chadsey, Co-Founder www.sounddiscipline.org, Senior Fellow www.couragerenewal.org

All Subjects