Not surprisingly, the most frequently given justification in the literature for the use of mindfulness and contemplative practices in education is that it helps with general well-being, with physical and mental health (67% of articles Oren and his colleagues looked at). That they support the development of self-knowledge and transformational learning is also often used as justification (36% of articles), with several other justifications also featuring, e.g. socio-emotional learning (15.5%), professional education (12.4%). And there is good evidence to suggest that these practices can indeed support these aims.

 Given the exponential growth of research evidence charting the benefits of mindfulness and contemplation and QMU’s strategic vision and Student Experience Strategy that promise transformational experiences for all students, as well as the incredible cost-effectiveness of these practices, it seems almost self-evident that we need to start integrating them across our curriculum at all levels of learning.

 If you are interested in developing your understanding and skills in this area, to integrate contemplative practices within your teaching and approaches to supporting learning, then it will be helpful to clarify the purpose of this, so that you can then develop particular approaches that would suit both those purposes as well as the particular subject area and student group you are working with. I have been actively promoting the integration of mindfulness and contemplative practices in learning and teaching at QMU for almost 10 years and will gladly work with anyone interested in developing this further.