Featured Post from University of Delaware

Creating a mindful classroom: Tips for teachers on how to have a peaceful transition into the 2024-2025 school year

Education expert Leigh McLean offers guidance to teachers as they reenter the classroom this fall

Aug 2, 2024

4 min

Leigh McLean

Teacher mindfulness doesn't begin on the first day of classes in the late summer or early fall. It is an invaluable skill that can be practiced and perfected all throughout the year, especially when teachers are on summer break. 


CaptionResizeWrap TextRemove

Leigh McLean is an an associate research professor in the School of Education and Center for Research in Educational and Social Policy at the University of Delaware. In her program of research, she investigates how teachers’ emotions and emotion-related experiences including well-being impact their effectiveness.


Her work particularly focuses on how teachers’ emotions impact their instructional practices, and the role that early-career teachers’ emotions play as they transition into the career. She holds expertise in quantitative, mixed-methods, and longitudinal study design and implementation, multileveled data analysis, and classroom observation.  


Below she gives a few tips on how teachers can begin preparing themselves – and by extension their future students – for all the ups and downs of the upcoming school year. 


Engage in restorative rest this summer. 


One of the ways to prepare for the upcoming school year is to get restorative rest. It's important to let your brain disengage for a short time, but it's also beneficial to set aside time, before the school year begins, to think about the past school year. What went well? What might you want

to do differently?? What techniques are you hoping to improve in the coming school year?


As we as a society still reel from the COVID-19 pandemic, meaningfully reflect on the past four years and ask yourself what you've see with your students. What might they need to succeed this upcoming year? How can you facilitate an environment where students are getting supports for the unique challenges that the pandemic created? 


Incorporate mindfulness into your daily habit. 


A mindfulness practice is a daily regime of awareness, contemplation, and processing of all the things going on both within and outside of you. Mindfulness is a key skill when it comes to the larger goal of emotional understanding and regulation, and it has been shown to be a particularly

helpful practice for teachers. However, you cannot expect to dive into mindfulness on day one of a new school year, it take practice.


A great place to start is to pay attention to your emotions and work on emotional awareness in the weeks leading up to the school year. Shift your thinking fromo "emotions are noise that get in the way" to "My emotions are important signals that I have to pay attention to." This type of shift can be difficult to do for the first time in the heat of teaching so summer is a great time to practice these techniques. 


As educators, teachers experience the full range of human emotions every day, and they are usually the only adults in the room. While this might at the outset seem intimidating, teachers have the unique opportunity to use their emotions intentionally as cues for their students to pick up on.


Dr. Jon Cooper, Director of Behavioral Health for the Colonial School District in New Castle, Delaware noted: "We want teachers to be the emotional thermostat, not the thermometer," and "We want them to intentionally set the emotional tone of the classroom."


During the summer, think about how to set classroom norms and expectations to be responsive to your emotions and those of your students in a way that will create a more mindful classroom all around. 


This could look like including a classroom norm stating that aAll emotions are ok, even the bad ones. It could also look like acknowledging in your classroom management approaches that there is a difference between emotions and behaviors; so while all emotions are ok, not all behaviors that come from those emotions are ok.


Take yourself through a school day and anticipate the needs of your students. 


One major mindfulness practice is taking yourself through a typical school day and identifying parts where students are most likely to have difficulties. Do students have challenging moments during small groups? Is there a lot of math anxiety going on in your class? Try structuring your day, approach, even your expressions so that you set yourself and your students up for success during these moments that are more likely to be challenging.


Utilize mindfulness websites and apps. 


There are websites and apps teachers can use to further incorporate mindfulness into their daily lives, including:


The Center for Healthy Minds

UCLA's Free Mindfulness App


For more tips...


McLean is available for interviews and can expound on the ways teachers can set themselves – and their students – up for success. Click on her profile to connect. 

Connect with:
Leigh McLean

Leigh McLean

Associate Research Professor, Education

Prof. McLean investigates how teachers’ emotions and emotion-related experiences including well-being impact their effectiveness.

Developmental PsychologyInstructional PracticesTeachers and TeachingWell-BeingClassroom Behavior
Powered by

You might also like...

Check out some other posts from University of Delaware

2 min

How corporate competition can spur collaborative solutions to the world's problems

Why can’t large competitive companies come together to work on or solve environmental challenges, AI regulation, polarization or other huge problems the world is facing? They can, says the University of Delaware’s Wendy Smith. While it's difficult, the key is to have these companies collaborate under the guise of competition. Smith, a professor of management and an expert on these types of paradoxes, co-authored a recent three-year study of one of the most profound collaborations. Her team looked at the unlikely alliance of 13 competitive oil and gas companies that eventually formed Canada’s Oil Sands Innovation Alliance (COSIA), which works with experts worldwide to find innovative solutions for environmental and technical challenges in the region. Smith and her co-authors found that those companies were willing to collaborate, but only when collaboration was cast in the language, practices and goals of competition. Given the scope of our global problems, companies must continually work together to offer solutions. Creating that collaboration becomes critical, Smith said. This research offers important insight about how these collaborations are possible. Among the study's key findings: Competition can drive cooperation — if leaders harness it. It would make sense to assume that competition undermines collaboration. But the study finds that those who championed alliances used competitive dynamics to strengthen cooperation among rival firms. Rather than suppressing rivalry, leaders leveraged competition as a mechanism to enable joint action toward shared environmental goals. This reframes how organizations can manage tensions between competition and cooperation in partnerships. For example, COSIA leaders created competition between partners to see who would contribute the most valuable environmental innovations. Partners could only gain as much benefit from other company’s innovations commensurate with what they shared. A “Paradox Mindset” is key to complex collaborative success. The research identifies the importance of what the authors call a paradox mindset, which sees competition and cooperation not as opposites to be balanced but as interrelated forces that can be used in tandem. Leaders in the study who adopted this mindset were more thoughtful and creative about how to engage both competitive and collaborative practices in the same alliance. Traditional balance isn’t the goal — process over stability. Instead of pursuing a simplistic “balance” between competing and cooperating, the study shows that effective alliances evolve through process, where competition remains visible and even useful throughout the lifecycle of the alliance. To connect with Smith directly and arrange an interview, visit her profile and click on the "contact" button. Interested journalists can also send an email to MediaRelations@udel.edu.

1 min

Why homelessness is more than a housing issue for students

More than 4,400 students in Delaware were identified as experiencing homelessness during the 2022–23 school year, a number that continues to rise.  Ann M. Aviles, associate professor in the University of Delaware’s College of Education and Human Development, studies education equity, social policy and services for children and families. She is co-author of a new book, "Serving Students Who Are Homeless: A Resource Guide for Schools, Districts, Educational Leaders, and Community Partners", which offers practical guidance for educators navigating the challenges of student homelessness. Nationwide, more than 1.3 million school-aged children experience homelessness annually. While housing instability is often viewed as a social services issue, research shows it has direct and profound consequences for student learning, engagement and well-being. Housing instability affects every aspect of a student’s daily life. Students may be worried about where they will sleep, whether they will have food or how they’ll get home after school. That uncertainty makes it much harder to focus on learning, Aviles said. A key recommendation in Aviles’ new book is stronger collaboration between schools and community organizations. She encourages districts to develop community resource maps that identify local food pantries, shelters, health providers and other support services. She also emphasizes the importance of public understanding of homelessness as a systemic issue shaped by policy, affordability and access to services. To speak with Aviles further, email mediarelations@udel.edu. 

2 min

Maduro is gone; expert details potential impact on the Caribbean

Globally, the ousting of Nicolás Maduro in Venezuela has been met with a mix of reactions and cautious optimism. The University of Delaware’s Kalim Shah can discuss how regime change will play across the Caribbean and the spillover effect that will ripple throughout the region – and the world – in the years and decades to come. Shah, professor of energy and environmental policy and an expert on the island nations of the Caribbean, says that although public statements have been muted and restrained, there is a shared understanding. “For small island states that have absorbed the effects of Venezuelan collapse for more than two decades, this moment represents the possible end of a long and destabilizing chapter,” Shah said. Caribbean governments are not celebrating regime change, Shah said. Rather, they are responding to the prospect of reduced systemic risk. “A Venezuela that no longer exports large-scale displacement, opaque energy leverage and permissive criminal governance is objectively preferable for the region.” Shah can discuss several aspects of Venezuela’s political history, how the nation has arrived where it is, where it might be headed and the impact this will have on the Caribbean as a whole. Those include: • Venezuela’s political and economic deterioration during the Chávez–Maduro era and how that has translated directly into pressures felt across the Caribbean in the form of migration, fiscal exposure, security risks and regional uncertainty. • How the nation’s institutional collapse coincided with deepening organized crime activity across the Caribbean basin. Data from the United Nations Office on Drugs and Crime consistently places the region within major cocaine trafficking corridors linking South America with North American and European markets. For Caribbean governments, this meant higher interdiction costs, increased exposure to transnational criminal networks and growing pressure on already limited security institutions. • This moment invites a reassessment of China’s expanding footprint in the Caribbean, Shah says. He can discuss the ways in which Beijing has deepened its presence throughout the region. Shah says that as this transition unfolds, five policy developments will determine whether the cautious optimism proves warranted: • The impact on Venezuelan outward migration to the Caribbean. • Whether Caribbean public systems receive durable support rather than short-term humanitarian fixes. • Organized crime and drug trafficking pressures in the Caribbean basin. • External security engagement in the Caribbean. • Whether the region avoids a return to dependency-driven energy and infrastructure politics. “For the Caribbean, hope today is not naïve. It is conditional. The Chávez–Maduro years imposed real costs on the region. Their end creates an opening…but only if policy follows through,” Shah said. To contact Shah directly for interviews, visit his expert page and click on the "contact" button. Interested reporters can also send an email to mediarelations@udel.edu.

View all posts
Powered by