Cassandra Bell, Laura Bierstedt, Tianyu (Amber) Hu, Marissa Ogren, Lori Beth Reider, Vanessa LoBue (2024) Learning through language: The importance of emotion and mental state language for children’s social and emotional learning, Social and Emotional Learning: Research, Practice, and Policy, Volume 4, 100061, ISSN 2773-2339, https://doi.org/10.1016/j.sel.2024.100061.
Emerson LM, Leyland A, Hudson K, Rowse G, Hanley P, Hugh-Jones S. (2017)Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis. Mindfulness (N Y).;8(5):1136-1149. doi: 10.1007/s12671-017-0691-4. Epub 2017 Feb 23. PMID: 28989547; PMCID: PMC5605579.
Monsillion J, Zebdi R, Romo-Desprez L. (2023) School Mindfulness-Based Interventions for Youth, and Considerations for Anxiety, Depression, and a Positive School Climate-A Systematic Literature Review. Children (Basel). May 11;10(5):861. doi: 10.3390/children10050861. PMID: 37238409; PMCID: PMC10217750.
Unwind this Monday with the 5-4-3-2-1 Grounding Technique https://www.mondaycampaigns.org/destress-monday/unwind-monday-5-4-3-2-1-grounding-technique
Patricia A. Jennings, Daniel J. Siegel M.D (2015) Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education). ISBN-978-0393708073
Mindfulness for Teachers draws on the author’s experience as a mindfulness practitioner and educator, along with research in neuroscience, psychology, and education. The book provides insights on how mindfulness can help teachers manage classroom stress, create a positive learning environment, and enhance both teaching and learning.