Mindfulness at ODA: Promoting Life-Long Wellness

This summer, Upper School English teacher Victoria Davis traveled to Reinbeck, New York, to study at the nationally renowned Omega Institute. The institute is a gathering place for social visionaries and creative, progressive thinkers, offering “an integrated approach to personal growth and social change.” Her topic of interest: Mindfulness.

A simplified definition of Mindfulness is the practice of paying attention and being aware of purpose. In “Scientific American,” Sabrina Stierwalt, PhD, further says that Mindfulness “can mean noticing the things we take for granted from the feel of our shoes against our feet to the ways we interact with others. More clinically, mindfulness is defined as the self-regulation of attention with an attitude toward openness…[Mindfulness can] typically focus on internal self reflection and the reduction of distractions as you focus your thoughts on the present.”

A longtime proponent of the practice of Mindfulness, Ms. Davis has seen the positive impact of meditation, breathing techniques, and Mindfulness strategies in the classroom. At the Omega Institute, she studied the science supporting the effectiveness of these techniques, and how focus on awareness increases the ability to self-soothe. This awareness calms the amygdala—the set of neurons located deep in the brain's medial temporal lobe that play a key role in the processing of emotions—allowing the ability to make sound, thoughtful decisions and removing stress and anxiety.

Ms. Davis has introduced the practice of Mindfulness in her classes, often following a challenging reading assignment with Mindfulness techniques. This reflection after encountering a tough subject helps students build an extra layer of compassion and understanding, opening their awareness to new ideas. Ms. Davis’s students are encouraged to utilize breathing techniques to help calm nerves before testing or when they feel overwhelmed, and to create objective separation between feelings, thoughts, and emotions before acting.

Although a fairly new concept on the ODA campus, the practice of teaching Mindfulness in the classroom has been widely accepted throughout both private and public education for many years. Many faculty members have expressed an interest in learning these techniques for use in their classrooms as well as for themselves. Ms. Davis plans to offer training sessions during upcoming professional development days to those interested. Of the many benefits of these techniques, studies show that students find the knowledge of how to control their responses empowering and confidence-building both in and out of the classroom.