Using mindfulness to support young children’s well-being in the nursery school

This paper explores how a mindfulness approach can support young children’s well-being in nursery schools. The research draws on a small-scale qualitative research project with four maintained nursery schools in the South of England. In total there were 33 participants including 5 early years professionals and 27 children aged between 3 and 4 years. An action research approach was adopted involving the nursery schools in each stage of the project. Mixed methods were used including semi-structured interviews, narrative observations and reflective journals. In line with previous research, the findings from this study suggest that mindfulness supports children’s well-being and self-regulation. Key factors integral to the success of the project included: the role of the Mindfulness Champion; high-quality training, and an adaptable and flexible approach. In conclusion it is argued that mindfulness practices are an appropriate way of supporting children’s well-being in the early years; and that a Train The Trainer (TTT) approach is cost effective and sustainable.