• We talked about the challenges of being from ethnic minorities and the importance of self-care
• We discussed how schools can ensure that the system does not predetermine outcomes for pupils
• We talked about our experience in schools, including the challenges, and discussed experiences of supporting pupils including through:
  • Diligence in keeping records and logs to support pupils
  • Re-integration when good systems are in place
• We talked about how mindfulness can help with allowing time to respond
• We talked about our interconnectedness and how mindfulness can be part of helping open a dialogue about noticing differences and how we relate to one another
• We discussed when mindfulness lands with children and shared experiences of teaching young children and the benefits including:
  • Self-regulation
  • Empowering pupils with choices and how this can support them with challenges, including prejudice
• We also discussed self-compassion, mindfulness, the labelling of mental health and recognising our innate potential to heal
• We explored things MiSP could do:
  • How this forum could feed into future MiSP curricula
  • How we can support parents more and how vital that link is to a pupil’s development
• Resources:
  • Ruth King and her work on racial affinity groups
  • Fierce Self-Compassion by Kristen Neff
• The next meeting is on Tuesday 8^th March 2022, 19.00-20.30

• We shared ideas about several themes:
  • ADHD and mindfulness including:
    • Having to expand the materials / make adjustments
    • Using vocabulary that resonates
    • Short sessions
    • Movement
    • Clips and role models
• How to get management support for mindfulness including:
  • Promoting it and celebrating it
  • Staff meetings
  • Speaking about what mindfulness has meant to you
  • How we are already mindful as teachers and school staff
  • Modelling it

• Flexibility in teaching
  • Adapting to the group you are working with including vocabulary
  • Using movement
  • Finding hooks e.g. clips
  • .breathe
• Home practice
  • Accessing the website. Hard to access the website
• Things MiSP could do:
  • Look at how to access the materials. Hard to access the materials/has to be typed in the URL which can put pupils off
• Resources
  • The Secretary spoke about free resources/webinars/skills workshops
  • https://www.youtube.com/watch?v=zhWxFfE_mHQ Holly Willoughby
• Actions
  • Walk through pupils’ access to website for home practice
• The next meeting is on Thursday 10^th March 2022, 19.00-20.30

• We shared ideas about how to connect with schools
  • Reaching out through Local Educational Directories, Teaching School groups, Cluster groups or networks
  • Asking to speak at Wellbeing or Headteacher Conference
  • Offering Intro sessions on PSHE or Wellbeing days in schools.
• We discussed getting into independent schools compared with state schools
• Independent schools may have money to experiment which can make it easier
• Faith schools can have a high emphasis on wellbeing and may wish to seek wellbeing training
• Covid Catch Up funding and increased Pupil Premium allowances could be suggested as sources of funding support to pay for courses.
• We talked about perceptions of schools at this time, especially the impact on staff.
• We explored how we can invite schools to create more sustainable models for supporting wellbeing:
  • Conversations with SLT about holistic whole school approaches to wellbeing and indicating where mindfulness fits with this
  • Suggesting that schools train at least one teacher in mindfulness and consider training more staff to support their wellbeing.
• Resources
  • SITT groups were discussed
  • The MiSP Hub Practice Group was mentioned as being helpful.
• Actions
  • The Chair invited the group to feed back any ideas for topics for future meetings in the session.
  • The Secretary also invited the attendees to reflect on their own journey in developing as a mindfulness teacher for CYP or their setting’s journey (one was based in school) and consider if there is anything MiSP don’t currently offer that they would have found supportive.
• The next meeting is on Monday 14^th March 2022, 19.00-20.30

• We talked about men going into schools to teach mindfulness, safeguarding and how it can help to build connections by word of mouth.
• We discussed male and female voices in the mindfulness community.
• We considered the neuroscientific leads into mindfulness that students might connect with, if it is a way to make mindfulness more attractive to young men and how mindfulness enables teachers to explore how the brain works.
• We discussed learning environments, what is stopping young people from learning and how mindfulness can facilitate learning.
• We explored building a safe environment, trauma sensitivity and alternative practices or activities – if mindfulness is not supportive for a young person at that time.
• The next meeting is on Thursday 17^th March 2021, 19.30-21.00

• We talked about our what drew us to mindfulness and what keeps us practising
• We discussed harmonies and conflicts between mindfulness and our cultural context, in particular considering:
  • Language and connotations – issues with the word ‘mindfulness’ and perceptions of mindfulness as alternative. Challenges with particular words in use.
  • Norms – and how these vary from community to community
  • Religion – alignments between mindfulness and wisdom cultures, but suspicions from those who may find it threatening
  • Accessibility – mindfulness can be unifying in a class context which many CYP able to join in
• We identified some further questions:
  • Whether the scientific research has investigated mindfulness in different cultural contexts, or whether it is quite one-dimensional in terms of predominantly a white / male / middle class led research initiative.
  • Whether the emphasis in secular mindfulness is on the individual / self-care / coping, rather than the community and an individual’s role / responsibility / interconnectedness within a community
• The next meeting is on Tuesday 8^th June 2021, 19.00-20.30

• We considered ‘what are the challenges and opportunities when teaching mindfulness to these groups of young people? Any quick tips? How might MiSP support you moving forward?’ from three perspectives:

1. Teachers working 121 or with small groups of CYP
2. Teachers working with CYP with Autism Spectrum Disorder
3. Teachers working with support staff

• Common themes included:
  • Teaching needs to be adapted to suit a cohort and teachers need to be flexible
  • Some students might react/disengage – might need to adapt practices:
    • Breathwork and stillness might not be the best gateway for to access a practice
    • Using sensory experiences – pairing mindfulness with yoga, massage, therapy dogs, playdough, sounds and smells
    • Use of visuals for CYP to hook into
  • Clear recognition for those who engage with the sessions and practice.
  • Avoiding the word mindfulness for some children
  • Integrating practice into the school day – comes with challenges
  • Challenge of engaging sceptical staff
• Things MiSP could do:
  • Lower language level version of the courses – use of simpler words for common terms and short practices
  • Resources to create a more visual presence of mindfulness in the classroom
  • Provide guidance or workshops on: sensory skills, outdoor learning, incorporating stillness and sensory exploration into the everyday curriculum, adverse childhood experiences and safety
• Recommended Resources
  • ‘Draw Breath’ by Tom Granger (also check his website for downloads)
  • Trauma Informed Mindfulness for Teens by Sam Himelstein
  • Trauma Sensitive Mindfulness by David Treleaven
  • Barry Carpenter Recovery Curriculum – working with the DfE and mindfulness
  • Russ Harrison’s videos on negativity bias.
• The next meeting is on 10/06/21 – 7pm – 8.30pm

• We considered ‘What commissioners might need to see/hear/feel when considering the purchase of a MiSP Programme from a MiSP Independent Teacher’ and the group discussed:
  • Hard evidence in the form of research but also anecdotal evidence in the form of case studies and class impact surveys, since expressions of experience from teachers and pupils seemed to really resonate
  • The need to appreciate the discrete culture and needs of an individual school and staff and student cohort
  • How to communicate the quality and integrity of mindfulness and the value of face to face interaction, as opposed to alternative ‘quicker fix’ mindfulness products (apps etc.)
  • How to emphasise the positive value of mindfulness in helping all children to flourish in their connections with themselves, their communities and the wider world around them. Some participants had found that the more positive outcomes (resilience/ noticing the good/ gratitude and thanks) were particularly effective ‘ attention grabbers’ as schools navigate their way through the remainder of the academic year
  • To be clear what mindfulness isn’t!
  • To communicate a genuine enthusiasm and love of mindfulness and a real drive to want to share it, recognising the longer term possibilities of a 3-5 year whole school strategy
• Groups also felt that it was important to:
  • Research the school, and make contact with the relevant authority to commission the work
  • Research opportunities to participate in local regional conferences as a way to make initial contact with potential commissioners and funders
  • Be aware of school budgeting timetables and the financial planning cycle
  • Commit to personal practice to maintain integrity and authenticity
• Hub events:
  • Members should look in the Hub as there is lots of information and access to free events there!
  • Surgeries /drop in sessions Calendar & Course Schedule | Mindfulness in Schools Project
  • Paws b Monday 22nd March 16.00- 17.30
  • .b Tuesday 23^rd March 16.00-17.30
    • MiSP Conference Saturday 19^th June 2021 MiSP Conference 2021 | Mindfulness in Schools Project
• Other Resources:
  • The Mindfulness Initiative Implementing Mindfulness in Schools: An Evidence-Based Guide | The Mindfulness Initiative
  • The Recovery Curriculum Launching – ‘The Recovery Curriculum.’ – Barry Carpenter Education
• MiSP resources:
  • Where to start as an Independent Teacher https://mindfulnessinschools.org/20-tips-6-im-not- based-in-a-school-how-do-i-start-to-teach-paws-b-or-b/
  • Getting on the MiSP Maps https://mindfulnessinschools.org/hub/map-application/
  • Requesting Class Impact Reports https://mindfulnessinschools.org/hub/class-impact- presentation/
  • Summary of Class Impact Reports 2016-2020 https://mindfulnessinschools.org/impact-data/
  • Research https://mindfulnessinschools.org/the-evidence-base/
  • Mapping MiSP curricula to School Inspections e.g. Wales https://mindfulnessinschools.org/our-curricula-and-school-inspections/
  • Funding mindfulness in your school advice https://mindfulnessinschools.org/how-can-i-fund- mindfulness-in-my-school/
  • What mindfulness is (and what it is not) What Is It | Mindfulness in Schools Project
  • MiSP advice regarding teaching online is here:Teaching MiSP Curricula Online | Mindfulness in Schools Project 
  • 20 Tips #8: Teaching Mindfulness Online? Reflections on Safeguarding during School Closures | Mindfulness in Schools Project
• The next meeting is on Tuesday 15^th June 2021, 19.00-20.30

• We had a broad ranging discussion which covered a number of themes:
  • The recent murder of Sarah Everard and the outpouring of stories of women being followed, harassed and assaulted, the impact seen via social media and the response of those working in the education sector.
  • The role of mindfulness in helping identify what’s “really in there”: the importance of awareness.
  • Societal perceptions of masculinity – and what might be changing.
  • What masculinity means when working with boys and young men in schools.
  • Male perceptions of self. Some male students are doing better working online. The absence of the need for “performance” in front of other males.
  • The role of competition and failure: channelling the competitive masculinity drive for the greater good.
  • Mental health and depression among men and male suicide.
  • What we can be doing to teach young men to ask each other “Are you okay?” twice. Something more meaningful is likely to emerge if you ask twice.
  • The challenges and joys of masculinity. How do we support men being able to be themselves, and at the same time support the flourishing of society.
  • Recognising that the group was largely bringing a middle class, white perspective.
  • Gratitude for having this space to discuss these issues.
• Books and resources discussed included:
  • Recommendation for the book “Boys Don’t Try” that had been referenced at the previous meeting (which had also been mistaken for “Boys Don’t Cry” which was also recommended).
  • Grayson Perry’s “The Descent of Man”, which had been read by a number of the group since the previous meeting, and the theme of the oppressive nature of masculinity: thought-provoking and inspiring.
  • Breneé Brown’s “Daring Greatly” was recommended and discussed. Shame and vulnerability – vulnerability as a strength, and mindfulness enables turning towards the vulnerability.
  • Grayson Perry’s All Man series (particularly episode 1) was recommended by the Chair.
  • Fantastic training available from the Zero Suicide Alliance: https://www.relias.co.uk/hubfs/ZSA-GatewayModule-10012020/story.html

The next meeting is on Thursday 17^th June 2021, 19.30-21.00

• According to NHS England data, 5% of the population has ADHD (based on a meta-analysis of research from across the globe).
• However only 2.9% of children are diagnosed with ADHD, suggesting that more that 2% of children are undiagnosed.
• Neurodiverse conditions affect boys and girls equally but girls and boys may present differently.
• There is a particular issue with girls/young women being under diagnosed with ADHD and neurodiversity, or being diagnosed late, possibly due to girls symptoms presenting in different ways, and/or girls being skilful at masking their symptoms by copying their peers.
• It is important for individuals with or living with neurodiversity to share their lived experience with others in education settings to inform strategies to support school communities.

• ADHD is a neurodevelopmental condition: a difference in the brain’s function which people are born with and live with throughout their lives.
• It is not a behavioural or mental health condition, although children with CYP often require behavioural or mental health support. People with ADHD are overrepresented in the criminal justice system.
• Neurodiverse CYP are particularly vulnerable cohort and need particular support.
• The current terminology is negative and Attention Deficit Hyperactivity Disorder could be replaced with Attention Dysregulation Hyperactivity Condition: CYP with ADHD are able to pay attention (with hyper-focus) but have issues with regulating that attention.
• CYP with ADHD will be:
  • physically hyperactive – needing to move…
  • mentally hyperactive – their brains jump quickly from topic to topic…
• Main features:
  • Inattention
  • Hyperactivity
  • Impulsivity
• Other features:
  • Executive function
  • Working memory
  • Emotional Dysregulation
• ADHD is not an excuse for unacceptable behaviour.
• ADHD often occurs with other conditions.

• Understand what ADHD is and isn’t: promote neurodiversity by talking about it and raising awareness.
• Take a strengths based approach, celebrating the positives: creativity, energy, impulsivity, lateral thinking, thinking on your feet, having a go, getting stuck in…
• Create strategies to capture attention, then sustain attention throughout the task / lesson.
• Include movement in your school. CYP with ADHD have to move in order to learn:
  • Build in opportunities to move during the school day.
  • Plan lessons to get CYP moving around classroom: using paper on walls as notepads, leaving information around the classroom for CYP to get up and retrieve.
  • Chair push ups, stamping activities, marching – make movement part of the learning process.
  • Give CYP opportunities to stand up to work.
• Motivating factors for ADHD are immediate interest, novelty, competition, so identify the CYP’s interests – capture their attention and build activities around that to build competencies.
• Teach CYP how to plan their work.
• Provide layered information giving information in bite size chunks and revisiting it in different ways:
  • build engagement using games and short activities.
  • introduce a variety of bite-sized activities to activate attentional systems.
• Consider the CYP’s position in the classroom to reduce distractions.
• Recognise a neurodiverse child may talk a great deal:
  • As a coping strategy to get their thoughts out before they forget them.
  • As a way to sustain attention.
• Utilise assistive technology available.
• Teach neurodiverse CYP skills to manage their emotions.
• Don’t assume that parents have had sufficient information or training to support their child. Assume they have not – signpost information to them and spend time with them to ensure they understand how ADHD impacts their child’s learning and how they can support them at home. Parent support groups can be very effective.
• Celebrate neurodiversity! Have a noticeboard with neurodiverse celebrities, raise awareness, start the conversation in your school…

• Visit the website: ADHD Foundation
• Note that the ADHD Foundation run the ADHD Friendly School Award with six pledges for schools to take up.

The word ‘dyslexia’ is made up of “dys” referring to difficulty and “lexia” referring to language:

• Reading and spelling
• Processing information
• It may relate to a specific learning difficulty
• It is independent of ability or socio-economic background
• It is included within the Equality Act 2010 – so schools need to make reasonable adjustments for both teachers and learners with dyslexia

The BDA has adopted the Rose (2009) definition of dyslexia:

“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.”

In addition to these characteristics:

“The British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.”

It is estimated that:

• 11% of the population have a genetic disposition to Special Learning Difficulties which can affect dyslexia
• 4% of the population are seriously affected by dyslexia
• Therefore about 3 or 4 children in a class of 30 will have dyslexia diagnosed or undiagnosed

The SEND Code of Practice (2014) requires schools to:

• Put in place identification processes
• Respond early to emerging difficulties
• Put in place effective provision which meets the learners needs
• Regularly assess progress
• Amend provision when necessary

Understand the vicious reading circle:

• Poor decoding… leads to…
• Slow reading… leads to…
• Difficulty remembering… leads to…
• Poor comprehension… leads to…
• Frustration/loss of motivation… leads to…
• Reluctance to read… leads to…
• Poor vocabulary skills… leads to…
• Poor decoding… and so on…

How can we help?:

• With phonics:
  • Sound check – letter names and sounds
  • Teach high frequency words
    • HFW with consonants and short vowels
    • Consonants and regular spelling patterns
    • Completely irregular – sight words
• With decoding:
  • Teach decoding skills
    • Syllable division
    • Chunking
    • Pre-fix – root word – suffix
    • Onset and rime
• With reading for fluency
  • Paired reading
  • Echo reading
  • Re-reading
  • Teaching prosody

Writing requires the following skills:

• Motor skills
• Knowledge of orthography: letter formation, writing conventions, punctuation.
• Knowledge of language: vocabulary, spelling, word and sentence grammar, syntax.
• Knowledge of the subject and ability to generate ideas
• Ability to organise and structure ideas.
• Confidence in our ability to write

There are great resources to help schools support children developing language:

• The Communications Trust www.thecommunicationtrust.org.uk
• I Can www.ican.org.uk
• The Talking Point www.talkingpoint.org.uk
• Teaching English www.teachingenglish.org.uk/article/vocabulary-activities

Multi-sensory teaching involves including more than one sense at the same time in a learning experience.  The simultaneous aspect is crucial as the brain is wired to develop, learn and operate optimally in multi-sensory environments:

• See it, touch it, say it
• Touch it, say it, write it
• See it, make it, say it, write it

Some examples of multi-sensory teaching include:

• Say the letter names when spelling words
• Rainbow writing
• Sand trays
• Visualisation
• Mnemonics
• Spelling rules
• Write syllables in words in different colours

There are lots of apps now for learners with dyslexia, reading and writing difficulties:

• Assistive technology can enable learners to overcome difficulties with reading, writing and spelling such as:
  • slow or illegible handwriting
  • lack of fluency when reading
  • struggling to plan when writing

1. Identify the point of breakdown in a skill as this will help you to match the intervention to the need.
2. Multi-sensory teaching provides learning experiences which involve the use of several senses simultaneously and develops memory hooks.
3. Enable access to assistive technology for pupils to alleviate the difficulties they experience.
4. Check out The Education Endowment Foundation for Metacognition.

Further Information

For further support and resources, the British Dyslexia Association recommend the following links:

• https://www.thecommunicationtrust.org.uk/resources/resources/
• https://www.ldalearning.com/blog/tags/dyslexia/
• https://www.oakabooks.co.uk/
• https://www.crossboweducation.com/
• https://www.helenarkell.org.uk/documents/files/What-works-for-children-and-young-people-with-literacy-difficulties-5th-edition.pdf
• www.callscotland.org.uk
• https://dekkocomics.com/
• www.ican.org.uk
• www.talkingpoint.org.uk
• www.teachingenglish.org.uk/article/vocabulary-activities
• Can help to create a passport? https://www.bdadyslexia.org.uk/advice/educators/teaching-for-neurodiversity
• BDA Youtube – useful ideas/ webinars: https://www.youtube.com/channel/UC_VUqQhD2oS0Zi-H47v8NKg
• Helen Arkell – teaching for dyslexia videos (including spelling) https://www.helenarkell.org.uk/about-dyslexia/teaching-for-dyslexia-videos.php