Abstract
Social and emotional abilities are thought to predict how successfully a person adjusts to his or her surroundings, adapts to change, and, eventually, how successful she or he will be in life. In reality, basic development qualities like conscientiousness, emotional stability, openness, and agreeableness can be just as, if not more, essential than cognitive intelligence in determining future employment. Despite the fact that these competencies are associated with important life outcomes, educators may struggle to discover effective approaches to prioritise, teach, and assess social and emotional skills. Developing these essential life skills through social and emotional learning (SEL) is critical for a child's development since they are strongly related to adult success and happiness. For many kids, school is the only place. The major objective of this study is to present comprehensive data on how Mindfulness can be used as a pedagogical practice to enhance productivity and motivation amongst the learners and enable them to become socially and emotionally strong individuals. The research also aims to explore how teachers promote mindfulness using breathing techniques, yoga, and meditation for pupils and the benefits they see; How do teachers incorporate mindfulness techniques into their classrooms; What problems do teachers have when implementing mindfulness techniques in the classroom and how do they address them?
Author Information
Puneet Rahi, Ministry of Education, India
Paper Information
Conference: KCE2024
Stream: Teaching Experiences
This paper is part of the KCE2024 Conference Proceedings (View)
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To cite this article:
Rahi P. (2025) A Meta-Analytical Study About the Impact of Mindfulness as a Pedagogic Practice in Establishing Socio Emotional Learning Environment in Schools ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 93-108) https://doi.org/10.22492/issn.2759-7563.2024.8
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.8
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