Mindfulness for Educational Practice Examines Mindfulness in Education

Dr. Nancy Coogan formerly served as superintendent for the Tukwila School District in Washington, where she implemented policies to ensure accountability and compete within a digital learning society. Over the course of her career, Dr. Nancy Coogan has also conducted research on mindfulness and published her findings in numerous publications. Her contributions include a chapter on mindful practices in urban high schools for Mindfulness for Educational Practice.

The text serves as a guide for teachers and school administrators on understanding the traction behind mindfulness and the opportunities available by adopting mindfulness policies. Contributing authors present an abundance of original research and explore current theory on mindfulness within the education discipline. In particular, the content examines how mindfulness practices can improve the school experience for students and enhance support for school personnel. Chapters within the text address key considerations regarding mindfulness in education, such as the role of mindfulness-based interventions, impacts on teacher-student relationships, and potentials of mindfulness training.

Published in 2015, Mindfulness for Educational Practice is the eighth volume in the Research on Stress and Coping in Education Series.

Four Benefits of Mindfulness in Schools

Dr. Nancy Coogan is a skilled school administrator and educational researcher with over three decades of experience in education and academic leadership. Dr. Nancy Coogan’s research includes studies on the positive impacts of mindfulness in a school setting. Many educators are embracing mindfulness practices for their many benefits, as outlined below.

1. Beneficial to students and staff alike. Practicing mindfulness offers benefits to all people within the school environment, including students, teachers, and faculty. Even parents may benefit from mindfulness by learning to cope with stress and learning to live in the present.

2. Improved emotional control. Schools implementing mindfulness programs noted that many students developed a better understanding of their emotions and demonstrated improved emotional control. Additionally, these students often exhibited a greater capacity to deal with their emotions.

3. Increased cognitive performance. Studies on the effects of mindfulness indicate that engaging in mindfulness programs increased students’ cognitive performance.

4. Reduces stress. Students and teachers alike have reported that practicing mindfulness can help combat stress and anxiety. Mindfulness helps people center themselves and focus on issues in the present rather than past or future events.

An Overview of Action Research Studies of Two High School Principals

Dr. Nancy Coogan has held a number of educational leadership positions throughout Washington State, including serving more than four years as Superintendent of the Tukwila School District. Prior to receiving her Doctor of Educational Leadership from Washington State University, Dr. Nancy Coogan wrote her dissertation on resiliency in educational settings.

Titled "Resiliency: An Action Research Study with Two High School Principals," the paper compared two principals through the lenses of reliability and resiliency during day-to-day activities and high stakes administrative situations. Furthermore, the dissertation took into account the professional and educational cultures of both schools in an attempt to determine how certain values and structures emphasized or inhibited these important qualities.

The paper determined that both principals demonstrated openness in regards to gathering data about various failings throughout their schools, from inequitable resources to inaccurate student representation, as well as a desire to enhance the professional skills of all teachers. The dissertation also examined how both principals reacted to the complexities of administrative situations and occurrences beyond their control. Most notably, research found that by engaging in mindfulness practices, both administrators enjoyed improved relationships with their supervisors, a positive step toward increased reliability and resiliency.