• Mindfulness & Wellbeing:
  • Introduction to Mindfulness
  • Understanding the Science of Wellbeing & SEL
  • Self-Care for Teachers/Caregivers
  • Growing Your School’s Mindfulness Program
• The Mindfulness-Informed Classroom:
  • Teaching Attention in the Age of Distraction
  • A Teacher’s Guide to Working with Student Stress & Anxiety
  • Mindful Communication: Meeting the Needs of Others in How We Speak & Listen
  • Trauma-Informed Classroom Practices
• Positive School Culture
  • Teaching Strategies & Conversations that Build Resilience
  • Feedback That Actually Works: a Positive Framework for Growth-Oriented Feedback
  • Strengths-Based Teaching: Focusing On and Fostering What’s Going Well
  • Advisory Programs that Work
  • Moving Beyond Party Planning: A Framework for Engaged Student Leadership
• Diversity, Equity, & Inclusion
  • Mindfulness & Implicit Bias: Seeing Our Own Snap Judgments
  • Bridging Power Dynamics: Inclusive Classroom Practices
  • The Somatics of Bias: Learning to Tolerate the Discomfort of Equity & Inclusion Work

• Program rationale: “What is Mindfulness (or SEL) and Why Does It Matter?”
• Parent burnout, stress, exhaustion: “Putting on Your Own Oxygen Mask First: Care for the Caregiver”
• Working with common challenges like online distractions and ADHD: “Mindfulness & Attention: Raising Children in an Age of Distraction”
• Strengths-based parenting “Moving Away from Deficits: How a Focus on Your Child’s Strengths Can Change Everything”
• Raising resilient children: “Learn to Fail or Fail to Learn: What We Can Do to Help Our Children Develop Resilience”
• Transitions (for parents of incoming 9th graders, outgoing 12th graders): “Let Me Go but Hold Me Close: A Parent’s Guide to Changing Needs & Relationships”
• The high school or college admissions process: “The Wellbeing Outcome: Navigating the Admissions Process without Losing Sight of What Really Matters”

• BALANCE. Learning to self-regulate and bounce back from difficult experiences or emotions
• ATTENTION. Learning how to focus on the things we actually want to give our attention to and actively resist distractions instead of being carried away by them
• WELLNESS. Creating healthy routines and healthy habits–both of mind and body
• SELF CONCEPT. Identifying strengths and learning to capitalize on them in our work and play
• RELATIONSHIPS. Navigating “drama”, conflict, or difficult people (adults or peers), cultivating more compassion and empathy, and finding the good in others
• ORGANIZATION. Becoming more organized and creating systems to keep on top of many different obligations in our lives
• PERFORMANCE. Remaining calm and centered in the face of stressful, high-stakes situations including test-taking, presentations, athletic competitions, theatrical productions, an argument, or just everyday life
• CALM. Learning to quiet the mind/body when anxious or critical thoughts are excessive, & learning to deal differently with boredom & the impulse to be constantly entertained, stimulated, or connected
• ADDITIONAL SPECIFIC POPULATIONS. Strategies for working with Tourette Syndrome, tics, and other nervous system vulnerabilities, as well as with ADD/ADHD, without chemical interventions or in tandem with medications with the goal of relying less or not at all on them.

• Advisory Programs
• Student or Community Life Programming
• Leadership & Student Stewardship Programs
• Student Support
• Real-World or Experiential Learning

Needs Assessment & Rollout
We bring together a working group of invested stakeholders for the following:

• Establishing common language and a common framework based on best practices. Change works best with everyone working toward the same goal and there’s no need to reinvent the wheel. We will incorporate characteristics of programs that work well.
• Taking stock of what’s going well and what are you already doing. No school starts from zero, and all schools are unique. The best programs are the ones that make sense within existing school culture & practices. There are likely many great things happening already in your school, and we will build on them rather than bulldozing them.
• Identifying and planning next steps for the short, middle, and long term. Effective & sustainable school change takes time. Having a road map helps manage expectations.
• Sharing goals and findings with the community. The community can’t get on board if they don’t know where you’re leading them. We deliver programming to help establish the relevance of the program as it relates to your specific school culture.

“Early Adopter” Cohort

• Identify a committed, voluntary group interested in learning to incorporate mindfulness & positive education into their teaching. These are people already doing this work in their personal or professional lives, or with a strong interest in starting it. Note: because doing this involves personal exploration and commitment, we do not endorse forcing teachers to do it.
• Cohort teachers train in their own personal practice first, then learn to share mindfulness & wellbeing practices with students.

New Cohorts

• Subsequent years see the addition of new cohorts who go through the same process as the previous cohort.
• Care is taken to fold the connect the cohorts and foster a supportive community of educators, so that the work is self-sustaining.

Supplemental support & add on services can include:

• Facilitating cohort meetings for the group to come together, practice together, and share their learnings.
• Assemblies/workshops for students and/or parents to jumpstart a program with the backing of us as an outside expert or special guest.
• Observation so teachers get feedback about their teaching.