Mindfulness and Nature: Impacts with Elementary Children in a Montessori School

In this era of escalating social, political, health, and environmental strife and problems, the lives of children and teens (and adults, alike) have become more stressful, busy, and inundated by electronic screen time, with conversely less time passed outside in nature. A significant amount of recent research has focused on the impacts of mindfulness and mindfulness-based programs on school children, as well as on the impacts of nature contact for children. The purpose of this qualitative case study research was to combine the two-to determine the effects of doing a series of mindfulness-based lessons and activities with two classes of elementary children outdoors in a natural setting at a private Montessori school. Impacts on individual students' selfregulation, pro-social behaviors, environmental ethics or relationship to nature, and the overall classroom community or culture were investigated. Student and teacher surveys, student; journals, class ethnographic interviews, teacher interviews, teacher and researcher observations, as well as some visual methods were all utilized for data analysis in this study. The impacts revealed were largely positive, influencing all six dimensions of a systems-based model of wellness, and arranged into three main themes concerning communication, awareness or consciousness, and mindful action towards self, others, and nature.

Running Head: MINDFULNESS AND NATURE Mindfulness and Nature: Impacts with Elementary Children in a Montessori School by Elizabeth E. Hill A thesis submitted in partial fulfillment of the requirement for the degree of Master of Education Westminster College Salt Lake City, Utah May 2019 1 MINDFULNESS AND NATURE 2 ACKNOWLEDGEMENTS I would like to express my gratitude for the love and support of my husband Zac and daughter Julia, the rest of my family, my advisor Diana, my professors Kalani, Nancy, and Jamie, my MED cohort, my friends (especially my extra editors Lirit and Martha), the teachers, children and administrators at the Montessori school setting of my research, Dr. Maria Montessori herself, the numerous authors who inspired my own research, and the beautiful Ozarks I am fortunate enough to call home. It has been a challenging year of planning, executing, analyzing, and writing my research project and thesis, Mindfulness and Nature, full of moments of excitement and enthusiasm, confusion and uncertainty, revelation and insight, frustration and despair, overload, synthesis, utter exhaustion, and finally peace. All of you helped me immensely throughout this amazing and difficult process, and I thank you sincerely. MINDFULNESS AND NATURE 3 Abstract In this era of escalating social, political, health, and environmental strife and problems, the lives of children and teens (and adults, alike) have become more stressful, busy, and inundated by electronic screen time, with conversely less time passed outside in nature. A significant amount of recent research has focused on the impacts of mindfulness and mindfulness-based programs on school children, as well as on the impacts of nature contact for children. The purpose of this qualitative case study research was to combine the two-to determine the effects of doing a series of mindfulness-based lessons and activities with two classes of elementary children outdoors in a natural setting at a private Montessori school. Impacts on individual students' selfregulation, pro-social behaviors, environmental ethics or relationship to nature, and the overall classroom community or culture were investigated. Student and teacher surveys, student journals, class ethnographic interviews, teacher interviews, teacher and researcher observations, as well as some visual methods were all utilized for data analysis in this study. The impacts revealed were largely positive, influencing all six dimensions of a systems-based model of wellness, and arranged into three main themes concerning communication, awareness or consciousness, and mindful action towards self, others, and nature. Based on the positive impacts from this Mindfulness and Nature project on the students, classrooms, and teachers involved, other schools and teachers are highly encouraged to introduce similar programs to nourish all elements of children's wellness. Researchers are likewise urged to conduct further studies on the combination of mindfulness and nature in a variety of schools using varying conditions and wellness measures. Keywords: mindfulness, nature, environmental ethics, children, Montessori, wellness MINDFULNESS AND NATURE 4 Table of Contents Chapter 1: Introduction ...............................................................................................................8 Statement of Topic ..........................................................................................................9 Potential Significance .................................................................................................... 11 Theoretical Framework .................................................................................................. 12 Limitations .................................................................................................................... 13 Researcher Statement..................................................................................................... 13 Chapter Two: Literature Review ............................................................................................... 17 All is Not Well .............................................................................................................. 17 Background and definitions ........................................................................................... 18 Mindfulness. ........................................................................................... 18 Mindfulness for children. ........................................................................ 19 Nature. ................................................................................................... 20 Nature-deficit disorder and threats to biophilia. ...................................... 21 Effects of Mindfulness and of Nature............................................................................. 22 Mindfulness benefits............................................................................... 23 Nature benefits. ...................................................................................... 23 Behind the Scenes.......................................................................................................... 26 Mechanisms of mindfulness.................................................................... 26 Mechanisms of nature's impacts. ............................................................ 27 MINDFULNESS AND NATURE 5 Mindfulness with Nature ............................................................................................... 28 Nature inspiring mindfulness. ................................................................. 28 Mindfulness about and for nature............................................................ 29 Mindfulness outdoors in education. ........................................................ 30 Mindfulness outdoors for health. ............................................................ 32 Theoretical Framework .................................................................................................. 34 Montessori. ............................................................................................. 34 Wellness theory. ..................................................................................... 36 Conclusion .................................................................................................................... 41 Chapter 3: Methods ................................................................................................................... 43 Methodological Approach and Rationale ....................................................................... 43 Setting ........................................................................................................................... 45 Participants .................................................................................................................... 46 Teachers. ................................................................................................ 46 Class 1 students. ..................................................................................... 48 Class 2 students. ..................................................................................... 51 Mindfulness-based Program Description........................................................................ 52 Data Collection .............................................................................................................. 53 Data Analysis ................................................................................................................ 55 Trustworthiness ............................................................................................................. 58 MINDFULNESS AND NATURE 6 Ethical Considerations ................................................................................................... 58 Confidentiality and consent. ................................................................... 58 Minimal risk. .......................................................................................... 59 Proper conduct and process. ................................................................... 59 Chapter 4: Data Analysis & Findings ........................................................................................ 60 Changing the Conversation ............................................................................................ 61 Raising Awareness, Cultivating Consciousness.............................................................. 66 Self. ........................................................................................................ 67 Others. .................................................................................................... 68 The environment or nature. ..................................................................... 71 Taking Mindful Action-Nurturing peaceful relationships ............................................ 75 Self. ........................................................................................................ 75 Others. .................................................................................................... 78 Nature. ................................................................................................... 81 The Downsides .............................................................................................................. 86 Distractions. ........................................................................................... 86 Too much sitting and talking. ................................................................. 87 Montessori influence ..................................................................................................... 88 Conclusion .................................................................................................................... 89 MINDFULNESS AND NATURE 7 Chapter 5: Recommendations and Implications ......................................................................... 91 Summary of Findings .................................................................................................... 91 Recommendations ......................................................................................................... 94 Who? ...................................................................................................... 95 What? ..................................................................................................... 96 When and how long? .............................................................................. 97 Where? ................................................................................................... 98 Size. ....................................................................................................... 99 How?...................................................................................................... 99 Implications for Future Research ................................................................................. 100 Conclusion .................................................................................................................. 102 References: ............................................................................................................................. 104 Appendices ............................................................................................................................. 112 Appendix A: Curriculum, Activities, and Sources for MBLAs ..................................... 112 Appendix B: Photographs of Natural Outdoor Settings for MBLAs ............................. 114 Appendix C: Student Pre- and Post-Project Questionnaires .......................................... 115 Appendix D: Westminster Institutional Review Board (IRB) Approval Form .............. 124 MINDFULNESS AND NATURE 8 Chapter 1: Introduction What do you remember most about your childhood? Did you have a secret hideout or maybe a favorite climbing tree? Do you remember the games you made up and played? Many adults say that being outdoors in the natural environment is what stands out in their memories of childhood. But, times are changing; outdoor exploration and playtime are increasingly becoming more structured by parents and laws and more restricted by dangerous environments, as well as by the loss of natural habitats, and a rise in time spent on electronic media. I certainly have many fond memories of playing outside all around my house and neighborhood as a child. Perhaps one of the most memorable experiences from my time growing up in the Ozark "mountains" of Arkansas, though, was getting to attend a two-week camp in the middle of the oak-hickory forests one summer while I was in high school. Our life at that camp was non-stop exploration of the many connections between, and ways of understanding, our environment and ourselves. In addition to learning scientific information about the area we were in (the wildlife and plant biology, the geology, and the chemistry of the streams), we went hiking, spelunking, canoeing, swimming, and orienteering. We sang songs together, made art out of and representing the nature around us, and spent time reflecting on our experiences of the area through writing (mostly different forms of poetry). It is one of my own poems from that camp that later led me to recognize some major similarities between experiences in nature and meditation experiences: In the air and inside me I can feel the peace and energy As the clouds move on the breeze, And the leaves flicker with the sunlight, A calming aura of serenity MINDFULNESS AND NATURE 9 Finds its way into my being. Each creature respects its neighbor, And all beings are one. I was reminded of these similarities of experiences by a renewed interest in mindfulness and meditation. While teaching in an elementary classroom for the last three years, I recognized my increased stress levels, and some high anxiety and other issues that afflicted my students. I often thought that my class and I could probably benefit from some mindfulness activities and techniques, and/or more time in nature. This chapter seeks to introduce the topics of mindfulness and the benefits of mindfulnessbased programs in schools, as well as the positive impacts of nature on children. Correspondingly, I will explain the significance of doing research combining these two arenas (mindfulness and the natural environment). I will also present my theoretical framework and address the limitations of this research. Last, I will provide a summary of who I am as a researcher. Statement of Topic In the last decade there has been a major increase in mindfulness-based programs in schools, and in the publication of research articles on mindfulness from across multiple disciplines, namely psychology, elementary education, and exceptional education, which show accumulating evidence of the positive impacts of mindfulness (and meditation) exercises, practices, and programs in schools (Routhier-Martin, Roberts, & Blanch, 2017). Some of the notable benefits include improvements in "students' working memory, attention, academic skills, social skills, emotional regulation, self-esteem, and mood" (Kielty, Gilligan, Staton, & Curtis, 2017, p. 317); as well as promoting a growth mindset in students, decreasing stress, and improving student behavior (Bannirchelvam, Bell, & Costello, 2017; Cheek, Abrams, Lipschitz, MINDFULNESS AND NATURE 10 Vago, & Nakamura, 2017; Harpin, Rossi, Kim, & Swanson, 2016). Viglas and Perlman (2018) further report the links of mindfulness-based interventions with the development of selfregulation, defined as "deliberately applying attentional flexibility, working memory, and inhibitory control to overt actions" (p. 1150); prosocial behavior, defined as behaviors that are "(1) considerate, (2) helpful and (3) caring as well as more likely (4) to share and (5) to be kind to younger children" (p. 1157), and overall school success. It is clear from the large volume of research the many benefits possible from mindfulness programs in schools. Numerous scientific studies reveal similar positive impacts of nature and (even just images and views out of windows of) the natural environment on "our perception of stress, our mental state, our immunity, our happiness, and our resiliency" (Louv, 2008; Selhub & Logan, 2012, p. 33; Williams, 2017). They report decreases in blood pressure and the stress hormone cortisol, increases in attention levels and other executive functions, and even lower levels of disease and death from proximity to natural spaces and walks in them (Williams, 2017). A growing number of studies demonstrate the benefits of green nature to children in particular, and many encourage incorporating more green spaces and more time in natural settings, in school and home environments, for children's overall development and health (Amoly et al., 2014; Dadvand et al., 2017; Louv, 2008; van den Berg, & van den Berg, 2010). In addition to the health and cognitive benefits, there is also an argument that increased connection to nature helps to foster children's naturalist intelligence, and can encourage more environmentally conscious behavior, which could in turn help us solve the growing number of environmental problems facing our modern human society (Deringer, 2017; Frauman, 2010; Hyun, 2000). While I have found a very limited number of publications that relate mindfulness to outdoor settings and nature, many discuss only sociocognitive mindfulness, defined by Ellen MINDFULNESS AND NATURE 11 Langer (2016, as cited in Deringer, 2017, p. 338) as "achieved without meditation and focused on the drawing of novel distinctions," and they are primarily aimed at outdoor educators in informal settings such as national parks, nature centers, and camps. Or, they focus on the use of natural environments for settings of various therapies, which may also incorporate mindfulness (Louv, 2016; Selhub & Logan, 2012; Williams, 2017). The goal of my study was to explore more explicitly the impacts of the physical environment or setting of mindfulness-based activities on elementary school children, which multiple researchers identified as an important factor in both students' "experiences and engagement" in and overall successful implementation of a mindfulness-based program (Cheek et al., 2017, p.2568; Dariotis et al., 2017). Specifically, I examined the effects of mindfulnessbased activities done outdoors in a natural setting. This research attempted to answer these questions: What are the impacts of mindfulness-based lessons and activities (MBLAs) conducted in an outdoor natural setting with elementary school children? How do the MBLAs change classroom behaviors, affect the overall classroom community or culture, individual students' self-regulation and prosocial behaviors? And, how do the MBLAs conducted in an outdoor natural setting affect children's environmental ethics and relationship to (non-human) nature? Potential Significance In addition to measuring some of the same types of impacts of mindfulness activities mentioned in other publications, including prosocial behavior and self-regulation, I also gathered information on the impacts of the mindfulness activities on children's environmental ethic, or their view of their relationship to non-human nature and how they should or should not treat and interact with it. MINDFULNESS AND NATURE 12 This research adds to the growing body of knowledge on mindfulness-based programs in schools by illustrating the impacts of an outdoor natural setting on mindfulness-based activities with elementary children. It examined a particular aspect not found in the literature, namely the effect on children's environmental ethics and relationship to non-human nature. Furthermore, I hope that the results of my research can be used to help improve the quality of education and life of students and teachers, and ultimately to improve humans' relationship with the natural world, so that all life on Earth will be able to thrive for generations to come. Theoretical Framework The nature of this study is interdisciplinary, as it combines the topics of mindfulness, experiences in natural outdoor environments, and elementary children. Thus, the study's theoretical framework also draws from multiple disciplines: Montessori and systems-based wellness theory. As a Montessori elementary certified teacher, implementing research in a Montessori school, understandably I analyzed through a Montessori lens. Furthermore, I conducted my research within the context of wellness theory, initially developed by Dunn (as cited in Albrecht, 2014), who defined wellness as: . . . an integrated method of functioning which is oriented toward maximizing the potential of which the individual is capable. It requires that the individual maintain a continuum of balance and purposeful direction within the environment where he is functioning. It also involves the integration of the whole being of the person-his body, mind, and his spirit-in the functioning process. (p. 23) These elements of wellness are in line with Maria Montessori's views of educating the whole child and guiding them to their full potential. Besides aligning well with Montessori, a systems- MINDFULNESS AND NATURE 13 based wellness theory "allows the researcher to gain a holistic viewpoint of a problem through the careful consideration of the multi-faceted nature of the topic" (Albrecht, 2014, p. 24). A comprehensive wellness framework such as the one described by Albrecht (2014), which acknowledges six dimensions-physical, cognitive, emotional, social, spiritual, and environmental-is appropriate for my research which examined the multi-faceted impacts of MBLAs completed in a natural outdoor setting. Limitations There are several limitations to this study. First, this study took place at a private Montessori school in the south-central U.S., with a small sample size from only two classrooms. I worked with elementary students, ages seven to twelve, in mixed age-group classes. In addition, there were multiple changes of staff in both classrooms over the duration of this research project. Thus, the findings from this study may not be generalized to other age groups, nor to traditional classroom settings (or even to other Montessori classrooms, as there is a wide variety of quality of Montessori schools). This study was not meant to evaluate mindfulnessbased curriculum, nor to determine exactly which type of environmental ethic individual children hold. Instead, the purpose was to determine the qualitative impacts of doing mindfulness-based lessons and activities outdoors in a natural setting on particular students in a specific setting. Researcher Statement Ever since my childhood in the Ozarks, I have been fascinated by the natural world, and felt a strong connection to and affection for it. I have also long believed that no amount of technology developed to improve the quality of our natural environment, nor laws enacted to protect the natural environment will be sufficient to fully solve the growing list of environmental problems facing our world (which are actually also social, economic, and political problems). MINDFULNESS AND NATURE 14 Technology and laws are not enough, if people still have a disconnected relationship with the rest of non-human nature-if we continue to view ourselves as separate from our natural environment. I believe there are ways we can nurture a healthy relationship, one with great appreciation and respect for the natural world, which encourages living in a more harmonious manner with all of nature. My interdisciplinary undergraduate major at the University of California, Berkeley, was basically an exploration of these very issues; the Area of Interest (AOI) Statement for my major was titled "The Psychology of Environmental Ethics and Environmental Education." By the end of my undergraduate program, I concluded that what humans (and ultimately our world) need most is "holistic, integrative, life education" (Stewart, 2002). Part of that education, I believe, must involve some direct experience of natural environments, and experiences that truly help show us our interconnectedness with other life on Earth. After graduating and working for over ten years in various outdoor and environmental education positions, I returned to the roots of my own education, Montessori. My mother, a public elementary school teacher for more than thirty years, was encouraged to enroll me in a Montessori Children's House for preschool and kindergarten. I switched to her public elementary school in first grade and followed through to graduation in traditional public schools. It was my desire to give my own daughter a start in a Montessori preschool that led me to become a Montessori teacher, or guide. Through my training and graduate education at Westminster College, I discovered there is much I value about the integrative, multi-age group, whole-child focused philosophy and methodology of Montessori education. Perhaps the greatest draw for me was Maria Montessori's vision of creating a better world by raising up humanity to its highest potential through better education for children. Montessori's elementary Cosmic MINDFULNESS AND NATURE 15 Education expressly aims to help children ponder and search for meaningful answers to the questions, "What is our task in this wonderful universe? Do we merely live here for ourselves, or is there something more for us to do?" (Montessori, 1978, p. 223). If followed in a manner true to Maria Montessori's vision, I do believe Cosmic Education can help lift humanity to a higher level and help us to regain some sense of equilibrium with the rest of life and nature again. After being a recently-trained elementary teacher in a new public Montessori school for the last few years, I know that I could have benefited from more mindfulness, and I believe that the children in my classroom also would have benefited from learning and practicing some mindfulness-based techniques. That belief is what drew me to want to research mindfulness activities with elementary children. My passion for the outdoors and desire to help improve humanity's relationship with non-human nature is what led me to want to do the mindfulnessbased activities with children outdoors, in a natural setting, and gauge the impacts of those activities not only on the children's behavior and overall classroom community but also on individual children's views of nature. Regarding my personal paradigm which guided my research design and process, there are characteristics of multiple paradigms (constructivism, phenomenology, and critical humanism) that are relevant and not mutually exclusive. Based on Major and Savin-Baden's (2012) explanations, I have a blended philosophies orientation to my philosophical paradigm stance. The essence of what I examined in my research is how the experiences of mindfulness-based activities done in an outdoor natural setting affect children's views of themselves, of themselves in relation to their classroom community, as well as the wider community of the natural environment. Thus, I explored children's constructed realities, and how those realities may affect their ethics and actions. Underlying this research is my belief that humans construct their MINDFULNESS AND NATURE 16 own realities, and that collectively humans construct certain social and cultural realities or mutual understandings together. These beliefs place me as a researcher in the constructivist paradigm, according to Guba and Lincoln's (1994) ontological description, which states that "Realities are apprehendable in the form of multiple, intangible, mental constructions, socially and experientially based, local and specific in nature (although elements are often shared among many individuals and even across cultures)" (p. 110). Additionally, the nature of my research on individuals' experiences with mindfulness also makes me a phenomenologist, characterized by the belief that "meaning is shaped through individual experiences of the world," and thus "phenomenology requires the study of the conscious experience, as it is experienced from a first-person point of view" (Major & SavinBaden, 2012, p. 61). This view blends well with constructivist research, which seeks "to understand the way meanings are constructed and to apprehend how such meanings are presented and used through language and action" (Major and Savin-Baden, 2012, p. 63). I also align with Rossman and Rallis's (2017) description of critical humanists, who view "individual consciousness as the means to empower, transform, and liberate groups from dominating and imprisoning social processes" (p. 34), because of my higher hopes for a larger shift of consciousness of humanity which will in turn help us recognize and change the patterns of thought and behavior that are out of tune with the rhythms and processes of the interconnected system of nature. MINDFULNESS AND NATURE 17 Chapter Two: Literature Review The purpose of this chapter is to give a context for why this research, Mindfulness and Nature, is relevant at this point in time and to review existing literature on the needs for, effects of, and mechanisms behind the impacts of mindfulness and of nature, especially on children. I will also assess literature on the combination of mindfulness with nature, and the theoretical frameworks of both Montessori educational philosophy and wellness theory, as they relate to the integration of both mindfulness and nature into children's lives. All is Not Well We are living at a time of the following: ever increasing pace of life; potentially crisislevel degradation to the natural systems and life on Earth; more intense and frequent ‘natural' disasters; and increased social and political tensions, due in part to an ever-growing gap between extreme wealth and poverty, as well as sheer population growth putting more demands on shrinking natural resources (Kabat-Zinn, 2005; Kabat-Zinn, 2013; Kellert, 2018; Sampson, 2015; Selhub & Logan, 2012). Predominantly in the United States, we have witnessed an increase in gun violence, especially as mass shootings in what used to be considered "safe" places: schools, places of worship, and even grocery stores. School environments have become more stressful, with the emphasis on standardized testing, increased demands on teachers, and often inadequate support and resources (Hanh & Weare, 2017; Srinivasan, 2014). The lives of children and teens have likewise become more stressful, scheduled and busy, more dominated by electronic media or screen time, with correspondingly less time spent outdoors in nature (Bannirchelvam, Bell, & Costello, 2017; Kabat-Zinn, 2013; Kellert, 2018; Khan, 2015; Louv, 2008; Louv, 2016; Sampson, 2015; Selhub & Logan, 2012; Willard, 2016; Williams, 2017). MINDFULNESS AND NATURE 18 All of these coincide with quickly growing levels of major physical and mental health problems, including obesity, diabetes, heart disease, anxiety and depression (Bannirchelvam et al., 2017; Hanh & Weare, 2017; Khan, 2015; Ratey & Manning, 2014; Sampson, 2015; Selhub & Logan, 2012; Williams, 2017). The list of world problems could go on and on. While individual problems affect only some people directly, we are all affected at the very least indirectly. Children, while they may not be aware of all these problems, are certainly affected directly by specific problems, and indirectly by the increased stress levels of the adults in their lives. It is undeniable that we are in need of numerous changes, not only to sustain humans and countless other species, but especially if we want ourselves, the rest of life, and the Earth itself to truly be well. It could be argued that the root of almost all the above problems comes down to how we (humans) view, value, and treat ourselves, others, and the Earth. Background and definitions Because there has been a significant increase in the number of publications on the subjects of mindfulness and of nature, and their impacts and importance to children, there are likewise almost as many different variations of definitions of mindfulness and of nature as there are publications. Therefore, I will provide further clarification for each term, followed by more reasoning behind children's needs for them. Mindfulness. One of the simplest and commonly used definitions of mindfulness comes from Jon Kabat-Zinn, a pioneer of Mindfulness-Based Stress Reduction (MBSR): "Mindfulness is awareness, cultivated by paying attention in a sustained and particular way: on purpose, in the present moment, and nonjudgmentally" (Kabat-Zinn, 2012, p. 1). Eline Snel (2013) elaborates on mindfulness as: MINDFULNESS AND NATURE 19 present-moment awareness, an open and friendly willingness to understand what is going on in and around you. It means living in the present moment (which is not the same as thinking about the present moment) without judging or ignoring anything or getting carried away by the pressures of everyday life. (p. 2-3) Mindfulness is generally thought to consist of three main parts-paying attention on purpose, present moment contact, and acceptance and nonjudgment, which is called kindness and curiosity by some (Willard, 2016). In addition to different views of mindfulness, there are related terms sometimes used interchangeably, including meditation, mindful awareness practices, mindfulness-based activities, and contemplative practices. While there are a large variety of types and styles, meditation can be defined as "a formal practice which helps us train the mind to be more aware and present," or in other words, a way to help develop mindfulness (Watt, 2012, p. 4). Mindfulness for children. It is important for children to develop stress-coping and other mindful skills early on, before patterns and habits have already been made-to develop good habits from the start; mindfulness training and skills can be thought of as preventative medicine and even "mind-hygiene," given regular attention as is given to caring for our teeth (Siegel, 2018, p. 58; Willard, 2016). There are many demands made on children to "pay attention" with little direct instruction on how to do it (Willard, 2016). In this modern world of constant distractions, especially from electronic technology and media bombardment, information overload, as well as increased levels of stress, it is imperative that we provide children with tools and skills to purposely focus their attention and to not only cope with stress but to proactively protect them from the damaging effects to their developing brains and bodies from persistent stress (Daniel, 2018; Harpin, et al., 2016; Kabat-Zinn, 2013; Willard, 2016). Fortunately, MINDFULNESS AND NATURE 20 children are by nature curious, tend to already be more in the present moment (less concerned with planning ahead or looking back), and their brains are the most plastic or adaptable they will be, which makes childhood an opportune time to introduce mindfulness practices (Hanh, 2011; Moreno, 2017; Willard, 2016). And, since most children spend the majority of their time in schools, where they receive instruction and guidance on so many aspects of life, it makes sense to implement mindfulness-based programs in schools (Bannirchelvam et al., 2017; Moreno, 2017). Nature. While I absolutely believe that humans are a part of nature, and are not separate from it (which is why I have previously used the term "non-human nature"), for the remainder of this thesis, I will be referring to nature as "the nonbuilt, nonsynthetic environment-sights, sounds, aromas, rivers, oceans, plants, animals, and light in as close a form as possible to that from which we evolved" (Selhub & Logan, 2012, p. 2). Richard Louv, who has brought considerable attention to both the importance of nature in children's lives and the loss of direct experiences with nature, describes what nature is and does: Nature presents the young with something so much greater than they are; it offers an environment where they can easily contemplate infinity and eternity. . . Immersion in the natural environment cuts to the chase, exposes the young directly and immediately to the very elements from which humans evolved: earth, water, air, and other living kin, large and small. (Louv, 2008, p. 97) It is by understanding the rest of nature with which we evolved, that we can fully understand ourselves, our humanity. Part of our perpetual interest in nature has to do with our own history, and what is called biophilia. Originally coined by Erich Fromm in 1964, it was more recently turned into the Biophilia Hypothesis by E. O. Wilson and Stephen Kellert (Williams, 2017). MINDFULNESS AND NATURE 21 They assert that over the course of human adaptations and evolution with the rest of nature, humans developed the "inherent tendency to interact with and experience nature . . . called biophilia," and Kellert (2018) adds that this inclination "relies on experience, learning, and social support to develop and become functionally beneficial" (p. 2). The expanded view of biophilia recognizes nature's influence on the human mind, cognition, emotions, and behaviors (Selhub & Logan, 2012). It has been argued that it is because of humans' "wild" development, and our now "tame" living, that we are suffering from more ill health (Ratey & Manning, 2014, p.4). Nature-deficit disorder and threats to biophilia. A multitude of factors threaten and endanger children's participation in biophilia-their experiencing of nature and bonding with it. Some of the most notable threats include: urbanization and overdevelopment (and concurrent loss of natural habitats and species); various cultural constraints, such as time limitations from studying and ultra-scheduled extra-curricular activities, pressures and fears imposed by adults; as well as, growing rules and even lawsuits restricting unstructured, free outdoor play (Louv, 2008; van den Berg, & van den Berg, 2010; Williams, 2017). Combine those factors with the addictive, compulsive quality of electronic technology and social media (which literally give our brains little hits of dopamine with new information), and the result is that children and adults are spending more time indoors, and on electronic screens, and less time in nature (Kellert, 2017; Khan, 2015; Louv, 2008; Selhub & Logan, 2012; Williams, 2017). Several names exist for this phenomenon: "an epidemic of detachment from nature" (Ratey & Manning, 2014, p. 178), "the extinction of experience," (Robert Michael Pyle, as cited in Sampson, 2015, p. 5), "nature withdrawal" (Selhub & Logan, 2012, p. 3), and "nature-deprivation" (Louv, 2008, p. 3). Maria Montessori (2013), almost a century ago, noticed the same situation, minus the level of technology, when she stated, "in the circumstances of modern society, children live very far from MINDFULNESS AND NATURE 22 nature and have few opportunities of coming into intimate contact with, or having any direct experience of, it" (p. 21). One widely-known title for the consequences of this nature divide, is Nature-Deficit Disorder (Louv, 2008). Though it is not an actual medical diagnosis, Louv (2008) likens it to a sort of "cultural autism" with "tunneled senses, and feelings of isolation and containment" (p. 63), which "reduces the richness of human experience" (p. 3). Recent scientific research has revealed that less time in and with nature is linked to increase risk of: obesity, cancer, heart disease, anxiety, and depression (Khan, 2015). And, the high levels of electronic screen time and associated overload contribute to lowering IQ levels, attention spans, creativity, productivity, empathy and perspective taking; and increase narcissism and even risk of death (Louv, 2016; Selhub & Logan, 2012). Effects of Mindfulness and of Nature Due in part to the success of the MBSR programs, as well as to the increase in awareness of heightened stress in modern children's lives, there has been a major increase in interest, development and implementation, and research of mindfulness, or mindfulness-based, programs in schools. An increasing number of peer-reviewed journal articles and books demonstrate the positive impacts of mindfulness on children, the mechanisms behind those impacts (the science of the brain and mind), and various methods of mindfulness practice and curriculum for teaching mindfulness to children and adolescents. Similarly, largely owing to the concurrent increasing threats to our natural environment and awareness of nature-deficit disorder, the effects of nature (including expressly on children) have also been researched and documented at an increasing rate in recent years. Noticing the benefits of nature is nothing new, but now we have methods of scientifically investigating and measuring the impacts on humans. MINDFULNESS AND NATURE 23 Mindfulness benefits. Among the reported physical or physiological benefits of mindfulness are improved immune functioning, cardiovascular health factors, digestion, and sleep; and reduced inflammation, illness and surgery recovery time, stress levels, and chronic pain. The cognitive impacts of mindfulness include improved attention, concentration, working memory, increased neural integration or coordination which facilitates executive functions such as problem solving, organization and other academic skills, and even creativity (Bannirchelvam et al., 2017; Cheek, et al., 2017; Daniel, 2018; Harpin, et al., 2016; Kielty, et al., 2017; Ricard, 2011; Routhier-Martin et al., 2017; Siegel, 2018; Sockolov, 2018; Srinivasan, 2014; Watt, 2012; Willard, 2016). The psychological effects of mindfulness include decreased anxiety, stress levels, attention-deficit hyperactivity disorder (ADHD), and depression, as well as help with addiction problems, improved self-esteem and mood regulation, and increased levels of joy, happiness, optimism, and a sense of meaning and purpose in life. Closely related are the emotional benefits of greater self-awareness, understanding, acceptance, and regulation of emotions Last, the social impacts of mindfulness, in part due to enhanced feelings of belonging, connection or interdependence (even with nature), empathy, and compassion, include decreases in aggressive behavior and increases in prosocial behavior and conflict resolution skills (Bannirchelvam et al., 2017; Cheek, et al., 2017; Daniel, 2018; Greenland, 2016; Hanh, 2011; Hanh & Weare, 2017; Harpin, et al., 2016; Kielty, et al., 2017; Ricard, 2011; Routhier-Martin et al., 2017; Siegel, 2018; Snell, 2013; Sockolov, 2018; Srinivasan, 2014; Viglas & Perlman, 2018; Watt, 2012; Willard, 2016). Nature benefits. The positive impacts of nature have even been acclaimed by the World Congress of the International Union for Conservation of Nature (IUCN)-representing 150 MINDFULNESS AND NATURE 24 nations-in their resolution, "The Child's Right to Connect with Nature and to a Healthy Environment," which states, "children, since they are an inalienable part of nature, not only have the right to a healthy environment, but also to a connection with nature and to the gifts of nature for their physical and psychological health and ability to learn and create" (as cited in Louv, 2016, p. 237). The physical benefits of nature contact include greater physical strength, coordination, levels of vitamin D, immune functioning (natural killer cells increase), improved sleep, healing or recovery time, as well as a decrease in sympathetic nerve activity, fatigue, rates of heart disease, obesity, myopia, and death rates from cancer (Kellert, 2018; Khan, 2015; Louv, 2016; Ratey & Manning, 2014; Sampson, 2015; Williams, 2017). Among the cognitive impacts of nature are higher critical thinking, problem-solving, and creative abilities, standardized test scores, improved memory, focus, concentration, learning, and development, in addition to reduced ADHD symptoms (Amoly et al., 2014; Dadvand et al., 2017; Kellert, 2018; Khan, 2015; Louv, 2008; Louv, 2016; Sampson, 2015; Williams, 2017; van den Berg, & van den Berg, 2010). Some of the reported psychological benefits of nature are increased self-esteem, selfconfidence, ability to cope with challenge and adversity, sense of feeling fully alive, and lowered stress, anxiety, and depression (Dadvand et al, 2017; Kellert, 2018; Khan, 2015; Louv, 2008; Louv, 2016; Williams, 2017). While Sampson (2015) describes nature's "unparalleled capacity to stir our emotions, fostering raw and powerful feelings of wonder, awe, mystery, joy-and yes, fear" (p. 9), the emotional impacts specified in the research are similar to other categories: more positive emotions, including happiness, optimism about the future, improved self-esteem and self-identity, along with less anger and rumination on negative thoughts and emotions (Amoly et al., 2014; Dadvand et al, 2017; Louv, 2008; van den Berg, & van den Berg, 2010; Williams, 2017). The social impacts of nature verified by the research consist of children being nicer, less MINDFULNESS AND NATURE 25 aggressive, more engaged in social and creative play, reduced bullying, improved social skills, along with development of deep friendships (from shared experiences in nature), values and morals, increased empathy, and other prosocial behaviors. (Khan, 2015; Louv, 2008; Louv, 2016; Ratey & Manning, 2014; Sampson, 2015; Selhub & Logan, 2012; van den Berg, & van den Berg, 2010; Williams, 2017). At the wider community level, nature can help decrease drug and crime rates, promote optimism, empathy, altruism, valuing of community, more social bonding and closer relationships, as well as better stress coping skills (Kellert, 2018; Louv, 2016). Yet another side of societal benefits is being seen in Korea, where "forest healing reduces medical costs, creates new jobs and benefits local economies" (Williams, 2017, p. 71). One final benefit of nature which is of distinct importance to my own research is increased connection to nature, considered foundational for stewardship or care for the Earth, also called a conservation ethic (Dadvand et al, 2017; Deringer, 2017; Hyun, 2000; Louv, 2008; Louv, 2016; van den Berg, & van den Berg, 2010). Louv (2008) states, "The protection of nature depends on more than the organizational strength of stewardship organizations; it also depends on the quality of the relationship between the young and nature-on how, or if, the young attach to nature," (p. 154), describing the essence of attachment theory in the role of developing positive environmental attitudes and ethics. Clearly not all nature is equal in quality or quantity, and the studies providing us with the benefits of nature vary from just being in a room with potted plants, to having a view of a natural scene out the window, to repeated forest walks, and many more variations. While all those different variations did provide positive impacts, natural areas with the most biodiversity provided the highest health benefits (Louv, 2016). As for how much nature exposure is needed, Louv (2016) states, "Some is better than none, and more is better than some," (p. 161) and MINDFULNESS AND NATURE 26 studies confirm that even just 5-10 minutes is beneficial. I have not discovered research on possible negative impacts of exposure to nature (other than injuries, or illnesses caused from pollution, for instance), but there may be negative psychological impacts, especially as more and more nature is polluted and degraded. There is mention of biophobia, or fear and even objectification and damage of nature, occurring when biophilia is not nurtured or is actively discouraged by important adults in children's lives (Hyun, 2000). Behind the Scenes Improvements in technologies that provide imagery of brain activity have proven instrumental in furthering our understanding of what mindfulness and nature do to our brains. Conversely, there are many descriptions and theories that help explain how we are affected by mindfulness and by nature. Mechanisms of mindfulness. Neurologically, when children pause by focusing on breathing, their senses, movements, or even focusing on the thoughts and emotions they are experiencing, they shut down the amygdala responses of fight, flight, or freeze, and allow information and blood to flow into their prefrontal cortex again, where executive functions such as attention regulation, planning, moral decision-making, and problem-solving take place (Willard, 2016). Mindful breathing and other techniques also activate the parasympathetic nervous system through the vagus nerve, lowering blood-pressure, decreasing the stress hormone cortisol, and when coupled with focusing on positivity, optimism, gratitude, and/or kindness, they also release the neurotransmitter dopamine and the hormone oxytocin, which increase feelings of happiness, empathy, and compassion (Greenland, 2016; Willard, 2016). The basic mechanisms of mindfulness practices rely on the neuroplasticity of the brain and involve training the mind to focus attention, from the spotlight to floodlight, using inward-looking breathing, MINDFULNESS AND NATURE 27 emotions, or thoughts as focal points versus outward sensory intake, or a wider perspective, expanding outward to other people, and even non-human beings and the environment or elements of nature themselves (Greenland, 2016). Susan Kaiser Greenland (2016) describes six life skills developed as a progression through mindful practices: "transforming attention (Quieting, Focusing) leads to transforming emotion (Seeing, Reframing), which leads to transforming speech, actions, and relationships (Caring, Connecting) (p. 2-3). These skills develop through repeated practice, strengthening certain neural pathways, as well as making more integrative and synchronized neural networks (Siegel, 2018). They help children to recognize what they feel, emotionally and physiologically, and eventually create more of a pause between an experience and a response (Greenland, 2016; Nance, 2018; Snel, 2013). They essentially help children train themselves to make healthier and more thoughtful choices (Srinivasan, 2014). Mechanisms of nature's impacts. Different impacts of nature occur through multiple mechanisms. As for many of the physical health benefits, soil exposes us to microbes with antiviral properties and which help our internal microbiomes and ability to fight disease; UV light from the sun generates Vitamin D and melatonin which also boosts immune systems and improves sleep cycles; and certain phytoncides, chemicals especially produced by evergreen trees, are antibacterial, lower cortisol levels, and also lower asthma symptoms (Ratey & Manning, 2014; Williams, 2017). Scientists have also discovered a "neural growth factor BDNF, which spritzes the brain like Miracle-Gro during exercise" in nature (Williams, 2017, p. 53). While there may be a debate between some of the earliest pioneers of nature research, the different theories on the method of nature impacts seem complementary. Kaplan & Kaplan's (as MINDFULNESS AND NATURE 28 cited in Williams, 2017) attention restoration theory (ART) posits that the "soft fascination" of certain scenes of nature "entice our attention but (do) not demand it," which leads to brainresting, and better cognitive performance and executive attention (p. 49). Ulrich's theory (as cited in Williams, 2017) is stress-reduction theory (SRT) and differs in its focus on nature lowering anxiety and stress levels, on "emotional, physiological, and health-related effects of nature," as opposed to the focus on cognitive response (p. 49). Either way, nature does lessen amygdala response, increase blood flow to the insula and the anterior cingulate "that are associated with pleasure, empathy, and unconstrained thinking" (Williams, 2017, p. 53), raise activity in the basal ganglia, "an area known to be activated in response to happy faces and in recollection of happy memories" (Selhub & Logan, 2012, p. 31), and even affect the parahippocampal gyrus, where opioids attach, triggering "feelings of wellness and push forward the motivation required for positive behavior modification. . . like a little drop of morphine for the brain" (Selhub & Logan, 2012, p.28). Mindfulness with Nature When it comes to mindfulness and nature, there is a shortage of research focused directly on the combination, with most literature containing just a brief section or side note about the overlap, and sometimes only with alternative wording. I will categorize the combination as I have found it in the literature in four ways, though they all are overlapping and intertwining: nature inspiring mindfulness, mindfulness about and for nature, incorporating mindfulness in informal and outdoor educational settings, and practicing mindfulness in outdoor settings as a part of therapy and health prescriptions or treatment programs. Nature inspiring mindfulness. As with biophilia, "Humans evolved with . . . dynamic awareness of nature" (Young, Haas, & McGown, 2010, p. 35). It was essential to survival for MINDFULNESS AND NATURE 29 our hunter-gatherer ancestors to pay close moment-to-moment attention to their natural surroundings (Ratey & Manning, 2014). Thus, it could be argued that mindfulness in and of nature was the original mindfulness. Indeed, "Examining the detail within leaves, the variation in colors, the contours and ridges of tree bark, and countless other aspects of the environment that might otherwise escape our conscious thought is an act of mindfulness" (Selhub & Logan, 2012, p. 124). In our modern lives, then, nature can also prime us for mindfulness, or even generate mindfulness (Williams, 2017). Mindfulness about and for nature. When I say, ‘mindfulness about and for nature,' I am now referring to not just awareness of our immediate surroundings through our five senses, but mindfulness of the interconnected ecological system of nature, of which we humans are a part, and the health of which is now very dependent upon our human behaviors, hence the ‘for' part: mindfulness in service of caring for nature. Thich Nhat Hanh, in his book with Katherine Weare (2017), Happy Teachers Change the World: A Guide for Cultivating Mindfulness in Education, uses the term "interbeing" to describe how our existence is completely dependent on and relative to other living and non-living elements, and encourages a deeper kind of mindfulness: When we look at our planet, we see that humans are also made only of non-human elements. Looking into ourselves, into our body, we see that we are made of non-human elements: minerals, animals, plants, and so on. If we remove all these non-human elements, the human race disappears. That is why to protect humanity, you must protect the non-human elements. That is the deepest kind of ecological teaching. (p. xxiv) Research has shown that "lifetime contact with actual nature is the greatest stimulator of proenvironmental behaviors and concerns for nature welfare" (Selhub & Logan, 2012, p. 217). MINDFULNESS AND NATURE 30 There is considerable mention in literature about the contribution of mindfulness to develop a deep connection to nature and inspire stewardship or a conservation ethic (Deringer, 2017; Ericson, Kjonstad, & Barstad, 2014; Frauman, 2010; Goleman, 2011; Hanh, 2011; Louv, 2016; Selhub & Logan, 2012; Young, Haas, & McGown, 2010). Selhub and Logan (2012) note, "True connectivity in any relationship, be it interpersonal or with elements of nature, serves to strengthen empathy and concern. Mostly, we stand up for what we know and what we have experienced" (p. 55), and mindfulness in and of nature can strengthen connectivity with nature. Another aspect of mindfulness for nature entails mindful action in a sustainable way, also called regenerative living and permaculture (Young, et al., 2010). Daniel Goleman (2011), clearly explains the process: It seems likely that if we practice mindfulness, we will become more in tune with our world ecologically. We will get more in touch with our actual needs and will be driven less by our desires. As a result, we will consume less and decrease our overall impact on the environment. (p. 242) The premise is that if we really look mindfully into the backstory, or the full life cycle of the things we buy, from extraction of resources to manufacturing, transportation, packaging, retail, and disposal, and truly see the "ecological truths" of our purchases, we would make decisions to buy ecologically better products (Goleman, 2011). In addition, since mindfulness can also enhance inner happiness and well-being, it can also help to lesson materialistic wishes in the first place (Ericson, et al., 2014). Mindfulness outdoors in education. The majority of the literature I found on mindfulness and nature in education encourages incorporating mindfulness in informal and outdoor education settings, such as national or state parks, nature centers, and camps. Some of MINDFULNESS AND NATURE 31 these used a different definition of mindfulness (called sociocognitive mindfulness) by Ellen Langer (2011), "to pay attention to the variability-that is, to notice change" (p. 120), and they emphasize the use of mindfulness to make environmental and place-based educational experiences more engaging and meaningful for participants (Deringer, 2017; Frauman, 2010). One example of a program using more traditional mindfulness in an outdoor setting is Nature's Classroom Institute (NCI), in Wisconsin, where "mindfulness is taught through developing ecological awareness and nature-based group activities. The program's foundation reflects an educational philosophy of wholeness . . ." (Khan, 2015, p. 258). At NCI, students learn about their ecological footprint, and ways to reduce it, participate in web activities that demonstrate and allow for reflection on interconnectedness, practice mindfulness both formally and informally with mindful walking, sharing circles, solo sits, and even sometimes meditations such as Thich Nhat Hanh's Pebble Meditation (Khan, 2015). Besides activities that incorporate mindfulness, NCI also has staff practice traditional mindfulness techniques including breathing, openness, non-judgmental communication, and reflective listening (Khan, 2015). While they don't use the actual term mindfulness in their book, Coyote's Guide to Connecting with Nature, Young, Haas, and McGown (2010) describe Sensory Awareness and Dynamic Awareness of nature through practicing the Core Routines, many of which are right in line with mindfulness activities. Of the Coyote Guide's (Young, et al., 2010) thirteen core routines to be practiced repeatedly, seven are extremely similar to other activities found in mindfulness education curriculum and books: Sit Spot, where you simply sit still and quiet, observe, and be aware; Expanding Our Senses, in which you "use and expand all your senses as fully as you can. . . one at a time, and together." (p. 44); Animal Forms, in which you imitate any and all animals physically, mentally, and emotionally; Wandering, which isn't really an activity MINDFULNESS AND NATURE 32 found in other curriculum, but does fit with the ideas of mindfulness, "without time, destination, agenda, or future purpose; be present in the moment" (p. 53); Journaling, which "imprints a mental habit of paying attention to all the fine details our five senses can perceive" (p. 65); Mind's Eye Imagining, which strengthens imagination, and helps imprint images from experiences; and Thanksgiving, expressing "gratitude for any and all aspects of nature and life" (p. 73). Louv (2016) also suggests a variety of very mindful activities for parents, and potentially other educators, to do with children in nature, some of which are also from the Coyote Guide. All these cases would also fit into the category of mindfulness about and for nature to lesser or greater degrees. Some mindfulness curricula and materials intended for use with children, often in school settings, also have specific activities that further encourage awareness of nature, connection to it, and even kindness and action for it (Chopra, 2018; Hanh, 2011; Hahn & Weare, 2017; The Hawn Foundation, 2011). Virtually all the mindfulness curricula have an emphasis on strengthening senses as part of mindfulness, and they may suggest using some elements of nature in those lessons and activities. But, it is rare that there is any mention of doing the activities in an outdoor natural setting, except for when doing mindful walking or walking meditations. Mindfulness outdoors for health. As was mentioned previously, more and more studies are coming out about the health benefits of both mindfulness and nature. The question has finally been asked about the effects of combining the two (Ratey & Manning, 2014). And, in some locales, the two are actually being used together. Some Dutch doctors are serving prescriptions for "Vitamin G," defined as the "medicinal influence of greenspace," along "with instructions on mindfulness, underscoring that the benefits of time spent in nature are amplified if the individual is there in the true sense of the word" (Selhub & Logan, 2012, p. 216). In Japan MINDFULNESS AND NATURE 33 and Korea, they practice and scientifically study Shinrin-Yoku, translated as "forest bathing" or forest therapy, which frequently combines mindfulness practices, such as guided walking meditations or mindful walking, in nature (Selhub & Logan, 2012; Williams, 2017). Selhub and Logan (2012) describe how participants of Shinrin-Yoku "report that forests are the perfect landscape to cultivate what are called transcendent experiences-these are unforgettable moments of extreme happiness, of attunement to that outside the self, and moments that are ultimately perceived as very important to the individual" (p. 18). These documented transcendent and spiritual qualities of time spent in nature are the same I described in my poem, which prompted my own recognition of the similarity of experiences in nature and meditation (Reese, Lewis, Myers, Wahesh & Iverson, 2014). Additionally, there is a branch of psychology called Ecopsychology, and associated Ecopsychiatry, as well as a form of therapy called Ecotherapy, which Patricia Hasbach (as cited in Louv, 2016) stated, enlarges "the traditional scope of treatment to include the human-nature relationship" (p. 167). This relationship is also considered an aspect of holistic wellness called EcoWellness (Reese et al., 2014). Some ecotherapists might suggest something similar to a sit spot to visit for half an hour, along with a reflection activity including questions such as: How do you feel in this place, and what state of mind arises? What is the nature of your relationship to this place? What relationships do you recognize in this place? What physical sensations do you notice when you are here? What do you feel compelled to write about in your journal when you are here? What are you curious about regarding this place? (Louv, 2016, p. 168) One study documented that once-weekly cognitive-behavioral therapy in a forest setting most significantly reduced depressive symptoms, compared the same type of therapy indoors, and with MINDFULNESS AND NATURE 34 medication alone, demonstrating the potentially synergistic effects of Ecotherapy (Selhub & Logan, 2012). Louv (2008) also suggested, "Behavioral therapy and nature therapy, if used collaboratively, might teach the young how to visualize positive experiences in nature when they need a calming tool" (p. 107). This Mindfulness and Nature study that is the subject of this thesis merged components of all the combinations of mindfulness with nature described in the literature. Instead of this research taking place in an informal educational setting, it brought mindfulness into a formal school, but also took it outside. Conducting the lessons and activities outside allowed nature to inspire mindfulness, as the children practiced using their senses to observe the elements of their natural surroundings. In addition, the curriculum and techniques used in this study, including the reflective journal prompts, encouraged mindfulness about and for nature. Finally, having children learn about and practice mindfulness in an outdoor natural setting enabled any health benefits (though they were not specifically measured) of both to complement each other. Theoretical Framework An interdisciplinary study such as this required interpretation through an equally multifarious theoretical framework. Hence the paired frameworks of Montessori and systemsbased wellness theory, both of which view each human as an integrated multidimensional being, full of potential. Montessori. Maria Montessori's views of the child and humanity, combined with her scientific-minded observations and wisdom, led her to create a method of education that serves to develop the whole child. There are many elements of the Montessori educational philosophy and strategies that incorporate what could be called mindfulness (Lillard, 2011). Montessori classrooms have long work cycles or periods to allow for deeper concentration and sustained MINDFULNESS AND NATURE 35 attention; materials that foster grounding in sensorimotor experience (attending to all senses and connecting the mind and body); silence games; Walking the Line activities, which are a form of mindful walking; Exercises of Practical Life, which can provide children with a sense of purpose and meaning in performing these helpful activities with concentrated effort; and Grace and Courtesy lessons that emphasize how our actions affect others as well as, care for living plants and animals (Lillard, 2011). Other similarities between Montessori education and traditional mindfulness are a focus on peace education, simplicity, and non-judgment-Montessori teachers, or guides, refrain from saying things are wrong or bad, and instead let self-correcting materials show children when they may have made a mistake and do not typically give comparative grades but instead focus on individual growth of each child (Lillard, 2011). The heart of the Montessori elementary curriculum is also called Cosmic Education, and was developed around a backbone of Great Lessons, which Maria Montessori (2007) intended to "give the child a vision of the whole universe . . . for all things are part of the universe and are connected with each other to form one whole unity" (p. 5-6). Cosmic education, with its inclusion of history, geography, and biology subjects (among others), not only aligns with the ideas of increasing interconnectedness and providing a perspective of humanity in the context of evolutionary history, but also was meant "To Educate the Human Potential," or to help children find their cosmic task-the best use of their individual skills, talents, and passions (Duffy, M. & D., 2014; Montessori, 2007). Yet more mindfulness-related components of Montessori education, especially at the upper elementary and secondary levels, are community meetings, which often involve gratitude sharing, mindful listening and group problem solving, and Going Out experiences, which allow practical application of life skills in the community, but also community service. MINDFULNESS AND NATURE 36 Maria Montessori also recognized the importance of nature to children, and while her theory of sensitive periods did not specifically include one for development of connection to nature, multiple modern researchers also propose that there may be such a time for developing naturalist intelligence and cultivating biophilia (Hyun, 2000; Williams, 2017). Montessori professed the significance of encouraging what is essentially biophilia in a lecture given in India: When we educate the children we must appeal to this sensitivity which forms parts of the nature of man. This sensitivity towards nature must be given as something which is useful not as an abstract thing but as a real sentiment. We must cultivate this sense of gratitude . . . This sensitivity must not be developed for nature and the stars and flowers only but especially for mankind . . . [sic] The importance of education is to use the sensitivity for nature and develop it in the soul of the child at this age, in order to save society." (Stephenson, 1993, p. 25) The Montessori educational environment, with its inherent incorporation of mindfulness and nature make it a suitable setting for this type of mindfulness and nature program (as students and teachers may be more receptive to it), but the combination may also have its own synergistic effects. Wellness theory. Wellness theory, akin to Montessori philosophy, is centered around the idea of supporting and unifying all the aspects of a whole person, though it can expand also to the levels of community, society, and the whole world, to achieve optimal health and potential (Albrecht, 2014). The term "wellness" is sometimes also used interchangeably with well-being, though well-being can have a more limited connotation of the emotional and psychological aspects of health. There have been many definitions and models of wellness developed over the years which has led to disagreement over the exact number and content of sub-dimensions MINDFULNESS AND NATURE 37 included, but virtually all agree that wellness is a dynamic, integrative, "synergistic and multidimensional construct that is represented on a continuum" (Albrecht, 2014; Corbin & Pangrazi, 2001; Hollingsworth, 2009; Reese & Myers, 2012; Reese et al., 2014; Roscoe, 2009, p. 222). Most models acknowledge five main dimensions: physical, intellectual or cognitive, social, emotional (sometimes labeled mental or psychological), and spiritual, though others advocate for the additional dimensions of occupational and environmental or EcoWellness (Albrecht, 2014; Corbin & Pangrazi, 2001; Reese & Myers, 2012; Reese et al., 2014; Roscoe, 2009, p. 222). For the purposes of this study, researching the impacts of mindfulness and nature on elementary children, I have used a systems-based wellness framework comprising six dimensions: physical, cognitive, emotional, social, spiritual, and environmental. Physical wellness is associated with characteristics such as: • healthy eating habits, • physical activity and fitness, • body consciousness, • self-care, • and healthy lifestyle choices (Albrecht, 2014; Roscoe, 2009). Cognitive (or intellectual) wellness is related to traits such as: • problem solving skills, • interest and curiosity in learning new things, • pursuing creative and stimulating mental activities, • critical and higher order thinking, • and sharing and applying knowledge (Albrecht, 2014; Roscoe, 2009). Emotional wellness is associated with qualities such as: MINDFULNESS AND NATURE • 38 awareness, acceptance, and regulation of a wide range of feelings and corresponding behaviors, • practicing coping mechanisms for stress, • a positive sense of self and life circumstances, • and "non-judgmental awareness of moment-to-moment experience" (Albrecht, 2014, p. 27; Roscoe, 2009). Social wellness encompasses abilities including: • effective communication and interaction with others, • altruistic behavior, • empathy and sensitivity to others, • honesty, • and recognition of interdependence of relationships (Albrecht, 2014; Roscoe, 2009). Spiritual wellness includes aspects such as: • recognizing interconnectedness with life, • seeking purpose and meaning, • developing values and ethics, • experiencing peace and balance, • participating in contemplative activities, • and "the ability to transcend and observe life with detachment" (Albrecht, 2014, p. 28; Roscoe, 2009). Finally, environmental wellness (or EcoWellness) is associated with factors such as: • spending time (and enjoying) outdoors, MINDFULNESS AND NATURE 39 • awareness of environmental issues, • feeling respect, awe and appreciation for nature, • feeling connected with the natural environment, • and acting to improve the environment and community (Albrecht, 2014; Reese & Myers, 2012; Roscoe, 2009). The dimensions are not functionally independent, but each affects others, and complete wellness depends on their interaction and balance. Siegel (2018) described a parallel phenomenon within the human brain: Studies of well-being have found that the best predictor of health and happiness is having an integrated brain, what the researchers call an "interconnected connectome." This means that having the differentiated areas of the brain linked to each other, a process that enables coordination and balance of the brain as a whole, is likely the mechanism enabling regulation [of attention, emotion, thought, behavior, and our relationships] to be optimized. (pp. 44-45) This idea of interconnectedness and integration thus applies to multiple levels: within the brain itself, among all the dimensions of wellness within a person, and could extend to the community and wider scales, as well. As our awareness and knowledge of the importance of all aspects of wellness in children's lives has grown, schools are increasingly seen as "the main setting for health [wellbeing and wellness] promotion among children and adolescents" (Bannirchelvam et al., 2017; Konu & Rimpela, 2002, p. 79). It is imperative that all schools recognize which aspects of wellness are being neglected in their educational programs and try to provide more support and development of those wellness dimensions. Understandably, most schools put the greatest MINDFULNESS AND NATURE 40 emphasis on students' cognitive or intellectual wellness, trying to ensure that children gain sufficient knowledge in a variety of curricular areas, as well as hopefully critical-thinking and problem-solving skills. Nearly all schools also recognize and support students' physical wellness through physical education (P.E.) classes, nutrition programs, and other health curriculum; some schools even offer other medical health services. And, while many schools also have school counselors to help provide support for students' emotional and/or psychological wellness, those counseling services are generally only provided to children with the most need, who have more severe issues they are dealing with, and sometimes only if they have the right kind of health insurance coverage. As for social wellness, schools are certainly by their design very social environments, providing countless opportunities for a variety of social interactions and connections. But, there is very little formal instruction or guidance in how to develop truly healthy relationships (at least in traditional public schools) beyond rules and guidelines for appropriate behavior along with disciplinary action when those are not followed. In the same way, spiritual wellness is hardly addressed at all in traditional public schools, except for possibly trying to instill certain values through mission and vision statements, words posted in the hallways and spoken about in school assemblies and such. Though I do believe that art and music help to nurture the spirit, as well. Last, the dimension of environmental wellness is rarely addressed in most schools, aside from in some science classes, occasional field trips, possibly a school garden, and/or maybe a natural environment available for recess time. Therefore, the areas of children's wellness that appear to be most lacking in schools in general are the emotional, social, spiritual, and environmental dimensions. There is a growing movement, however, to include more socialemotional learning in schools, and as reported previously, in bringing mindfulness-based MINDFULNESS AND NATURE 41 programs into schools (Albrecht, 2014; Bannirchelvam et al., 2017; Moreno, 2017). When the methodology is implemented authentically, no areas of wellness should be neglected in Montessori schools, as Maria Montessori so strongly believed in the purpose of education and schools being comprehensive, to nourish the whole child, mind, body and spirit, and to help lift children and humanity itself to its highest potential. Jon Kabat-Zinn (2005) elegantly describes this potential for each individual: We all have, lying deep within us, in our hearts and in our very bones, a capacity for a dynamic, vital, sustaining inner peacefulness and well-being, and for a huge, innate, multifaceted intelligence that goes way beyond the merely conceptual. When we mobilize and refine that capacity and put it to use, we are much healthier physically, emotionally, and spiritually. And much happier. (p. 5-6) If we hope for individuals to reach this potential, knowing what we do about our evolutionary development with nature, and the way our brains and minds work, it seems to follow very directly that we need to ensure that children have opportunities and encouragement to truly experience and connect with nature, and to practice mindfulness (Gyatso, 2011; Ratey & Manning, 2014; Young, et al., 2011) Conclusion With so many escalating problems, the wellness of individuals, communities, nations, and ultimately the Earth are all suffering and declining. We need peace education more than ever, including peace with nature. The six dimensions of a systems-based wellness framework are all components that have the potential to be affected positively by mindfulness and nature, as was discussed earlier in the literature review. And, the integration of mindfulness with nature may further help integrate all the dimensions. It appears from the very limited research that has MINDFULNESS AND NATURE 42 been done on the combination of mindfulness with nature, that the blend could achieve something even greater than imagined. As Selhub & Logan (2012) state: Vitamin G, simply being in and around greenspace, can promote positive thoughts. The end result of the combination-minimizing negativity and enhancing positivity through mindful greenspace experiences-is greater than the sum of the individual parts. We might consider mindful exercise in greenspace as vitamin G triple strength! (p. 226) This research study was established around this idea that the end result of combining mindfulness and nature could be greater than the sum of its parts. The purpose of my own research was to help fill the relative gap in the literature on the combination of mindfulness and nature, by conducting mindfulness-based lessons and activities (MBLAs) in an outdoor natural setting with elementary children in a Montessori school. I investigated the impacts on individual students' self-regulation and prosocial behaviors, relationships with nature, and the overall classroom community or culture, while also remaining open to unforeseen impacts. In doing so, my study was also able to evaluate impacts on all six dimensions of wellness: physical, cognitive, emotional, social, spiritual, and environmental. The results of this research add to a growing body of evidence about mindfulness and about nature with children, additionally in ways not yet studied, to my knowledge. MINDFULNESS AND NATURE 43 Chapter 3: Methods The aim of this research project was to attempt to answer these questions: What are the impacts of mindfulness-based lessons and activities (MBLAs) conducted in an outdoor natural setting with elementary school children? How do the MBLAs change classroom behaviors, affect the overall classroom community or culture, individual students' self-regulation and prosocial behaviors? And, how do the MBLAs conducted in an outdoor natural setting affect children's environmental ethics and relationship to nature? In this chapter, I will begin by explaining the methodological approach to my research. Next, I will describe the setting and participants of my research. I will give a brief description of the actual mindfulness-based program utilized in this study. Then, I will provide the data collection methods used and explain my rationale for using each method, as well as the methods applied for data analysis. Last, I will discuss the strategies for trustworthiness I employed, and the ethical considerations involved in my research. Methodological Approach and Rationale This research is qualitative in nature. Rossman and Rallis (2017) define qualitative research as having an "ultimate purpose" of learning and knowledge, with "the goal of contributing to improving the human condition" (p. 3). It is research that is done in real life situations, in which the researcher is involved, and acknowledges his or her own background and experiences and their influence on the interpretation of data collected (Rossman & Rallis, 2017). Rossman and Rallis (2017) also say qualitative research is "fundamentally interpretive," systematic, and it is intended to be used, whether that use is instrumental, enlightenment, symbolic and/or transformative (p. 8). Patton (2014) elaborates on the "seven ways in which qualitative inquiry contributes to our understanding of the world": (a) illuminating meanings; (b) MINDFULNESS AND NATURE 44 studying how things work; (c) capturing stories to understand people's perspectives and experiences; (d) elucidating how systems function and their consequences for people's lives; (e) understanding context-how and why it matters; (f) identifying unanticipated consequences; and, (g) making case comparisons to discover important patterns and themes (p. 3). Primarily qualitative methods were used to gather information from the perspectives of students and teachers, attempting to understand more about the context of the MBLAs, an outdoor natural environment, as well as consequences or impacts of them. Furthermore, the results of this research may be able to help enhance the quality of education and life of students and teachers and improve people's relationships with nature. I recognize that I came to this research with a personal background and bias, but I was also open to the inductive process of qualitative research, ready to explore the phenomenon of mindfulness-based activities in outdoor environments, to look for empirical patterns and meaning that could inform future theory (Boeije, 2010). Since this research was conducted in one place and time, it is also considered a case study, which means it sought to understand a larger phenomenon through detailed study of one particular case. Rossman and Rallis (2017) describe case studies as "in-depth and detailed explorations of single examples" of a phenomenon, and "they depict events, processes, and perspectives as they unfold" (p. 91). Case studies are also often "methodologically eclectic," using a wide variety of data collection techniques, sometimes including quantitative measures (Rossman & Rallis, 2017, p. 92). Because this research was conducted with two different classes (of very different sizes and with different group dynamics), as well as with such a range of ages, there is also an element of comparison of multiple case studies within this research project. MINDFULNESS AND NATURE 45 Setting The setting of this research was a well-established private Montessori school. The school has been in operation over forty years, in a city of almost 80,000 people with a large public university in the south-central area of the United States. This centrally located school encompasses a campus of six buildings on two streets. A small creek runs between the elementary and primary buildings. The school is a private school, completely funded by tuition ranging from $675-985 monthly. It serves the needs of children from infancy through sixth grade and has a total enrollment of approximately 470 children. Of its 31 classes, only three contain elementary students: one kindergarten and first grades (5-7 years old), one second and third grades (7-9 years old), and one fourth to sixth grades (9-12 years old). While the school is a Montessori school, staff have widely varying levels of Montessori training, certification, and experience, and thus the different classrooms are not necessarily equally adherent to Montessori principles and practices. In addition to the fact that I am Montessori trained and have taught in a Montessori classroom the last three years, I also chose to do my research in a Montessori school because of the similarities of mindfulness-based activities to several of Dr. Maria Montessori's own mindful activities incorporated and emphasized in her methods of education, as described in the literature review chapter. Angeline Lillard (2011) states, "In a good Montessori classroom, children are asked to be mindful of their every action and how it might affect others" (p. 80). Thus, children in Montessori classrooms may be especially receptive to more formal mindfulness-based activities. MINDFULNESS AND NATURE 46 Participants I conducted this research study with the two entirely elementary classrooms, as this is the age group for which I have Montessori training (ages 6-12 or first to sixth grades) and teaching experience. While the entire classes were present for the lessons and activities, not all students agreed to participate in the project fully, and some left before the end of the project. One class, referred to for the rest of the thesis as Class 1, initially had 25 students in second and third grades (7-9 years old), though two of the original students left by the end of the project. There were 22 official participants from Class 1 (eight girls and fourteen boys). The other class, referred to for the remainder of the thesis as Class 2, initially had ten students in fourth through sixth grades (912 years old), though by the end of the project had eight, and there were only six official participants from Class 2 (five girls and one boy). The lead teachers of each class selected target students to collect more in-depth data about throughout the project (six students from Class 1, and three from Class 2). The general criteria given to the teachers was to choose at least one student from each grade level, to choose both male and female students, and to take into consideration the research questions and impacts of the MBLAs being investigated (namely, classroom behaviors, classroom community or culture, individual self-regulation and pro-social behaviors, and environmental ethics and relationship to nature). Below I will describe the three different teacher participants in this research project, then provide some of the reasoning the teachers gave for selecting each of the students, and their general descriptions of the students. Teachers. In both classrooms, there were staff changes during the timeframe of these mindfulness-based lessons and activities. In Class 1, there was one lead teacher and initially one assistant teacher. However, there were numerous changes in assistant teaching staff for Class 1 MINDFULNESS AND NATURE 47 over the course of the five months of the entire project. The assistant teacher who was in the class when the project began in October, left shortly after lessons started, followed by another assistant who left after only one of our lessons, so there were numerous substitute assistants in the classroom throughout the project, until another permanent assistant started in mid-December, and the interim teacher from Class 2 also switched into that class in January when the original lead teacher returned. Therefore, there was inconsistency with additional adults in the classroom. In Class 2, there was only one lead teacher, but the original lead teacher left on maternity leave right at the beginning of the research project. Their class had an interim teacher for most of the project (15 out of 17 lessons). Ms. Allison. The lead teacher for Class 1 will be referred to as Ms. Allison for the remainder of the thesis. She began working at the Montessori school in a primary classroom five years prior to this research project, then completed Montessori elementary teacher training to become a lead elementary teacher the year before this project began. Ms. Allison learned a great deal about mindfulness, meditation, and Buddhism through university classes she took, and she practices yoga on her own. She had very formative childhood experiences growing up on a farm and large property with a spring and creek, which cultivated a love for nature that also grew into environmental awareness and activism in college. Ms. Lindsay. The interim teacher for Class 2, herein referred to as Ms. Lindsay, joined the Montessori school two years before the research project began as an assistant in a kindergarten classroom for a year, then moved into administration, and is currently completing her master's degree of education, but has no formal Montessori training. She became the interim teacher also as part of her practicum and plans to become a full-time lead teacher in the future. Ms. Lindsay had previous experience with doing yoga, considers herself connected to nature, and MINDFULNESS AND NATURE 48 really enjoys being outside. She participated in the majority of the MBLAs with Class 2, and also became an assistant in Class 1 after the winter break, so she had a very unique and somewhat challenging perspective of the project. Ms. Bethany. The original lead teacher for Class 2, herein referred to as Ms. Bethany, started working in early primary 13 years before the study, attended Montessori primary training and was a lead teacher in primary for approximately four years, then completed elementary training and had taught elementary for about eight years before the project began. She became a certified yoga teacher almost three years prior to this project, and practiced some yoga, mindfulness and meditation activities with her students in previous years. Ms. Bethany also likes the outdoors and led an outdoor adventure program at the Montessori school for several summers. She went on maternity leave right when the MBLAs began in October. Therefore, Ms. Bethany was out of the classroom for most of the research project, returning after the winter break and observing only the last two lessons of the curriculum in January, as well as the booster session in February. Class 1 students. The following are the target students chosen by Ms. Allison, from youngest to oldest. Robert. Robert is the youngest student and was described by Ms. Allison as being "very sweet-hearted . . . who also struggles with just being too rough," and "a very emotional child" with "a very strong sense of justice," who often feels "unappreciated or taken advantage of" (personal communication, December 1, 2018). In addition to Robert being the youngest, and Ms. Allison already working with him to help him to "communicate his feelings in a way that is not hurtful," and to "find a balance socially of taking care of himself and taking care of others," MINDFULNESS AND NATURE 49 she also said that he has a lot of outdoor experience and a family which is "concerned about the environment" (personal communication, December 1, 2018). Carrie. Carrie is one of the younger students who is "generally a very happy, sweet child," but she "gets very mopey and sad," and her typical reaction in those instances is to "kind of curl up somewhere and cry" (Ms. Allison, personal communication, December 1, 2018). Ms. Allison said she already worked with Carrie on recognizing why she feels hurt or bothered, and expressing herself productively to "stand up for herself" with her peers (personal communication, December 1, 2018). Carrie also has mixed religious influences from her two parents, and therefore has "grappled with" personal ethical decisions, though is "very considerate of other people's feelings" (Allison, personal communication, December 1, 2018). Carrie and her family are also "very interested in technology," and Ms. Allison did not believe Carrie has much outdoor and environmental influence at home (personal communication, December 1, 2018). Kevin. Kevin is the oldest second grader, and in the middle of the class, age-wise. He has suffered some major family hardships, and been exposed to inappropriate media content, without good role models for treatment of others at home (Ms. Allison, personal communication, December 1, 2018). He strongly desires acceptance and love, is "a sweet child," and yet "has struggled immensely with being a bully" and being "extremely unkind to other children" (Ms. Allison, personal communication, December 1, 2018). Kevin also has more academic difficulties than the other target students, and has struggled with reading, has a hard time focusing and being motivated to be productive, and needs more teacher direction and guidance (Ms. Allison, personal communication, December 1, 2018). In addition to his challenges, Ms. Allison also mentioned his love of nature and animals, and the positive influences of being a MINDFULNESS AND NATURE 50 "farm kid" and involvement in a 4-H club, which provides more outdoor experience and has "bolstered his confidence" (personal communication, December 1, 2018). Nathan. Nathan is "in the middle of the third graders," and is very creative and strongwilled (Ms. Allison, personal communication, December 1, 2018). He has struggled with "lashing out at people vocally," saying hurtful things, and acting inappropriately "for the moment" in class (Ms. Allison, personal communication, December 1, 2018). Nathan is "the strongest leader in the class," because of his humor and personality, and Ms. Allison has tried to appeal to him as a leader and to help him understand the influence he has on the rest of the class (Ms. Allison, personal communication, December 1, 2018). In addition, he has gone through "kind of a rollercoaster" of living situations during the last year, in which he "struggled with the different expectations for him in each of those" (Ms. Allison, personal communication, December 1, 2018). Nathan also "has a great appreciation for the environment," regularly making observations and comments about nature (Ms. Allison, personal communication, December 1, 2018). Drew. Drew is one of the older third graders. He is "very interested in everything, . . . academically advanced, . . . very responsible," and kind to everyone (Ms. Allison, personal communication, December 1, 2018). He has "that inner shyness," but "overcomes it consistently," and is "a fabulous actor" (Ms. Allison, personal communication, December 1, 2018). Drew "gets along great with everybody . . . and is a very mindful child . . . at his core" (Ms. Allison, personal communication, December 1, 2018). He does sometimes "bottle up his emotions," but is also able to make good choices to avoid possible problems and conflicts (Ms. Allison, personal communication, December 1, 2018). Ms. Allison also emphasized that Drew MINDFULNESS AND NATURE 51 "has strong feelings about the environment," with a special interest in bats and trying to protect them from negative human activities (personal communication, December 1, 2018). Iris. Iris is the oldest in the class and has also had a rollercoaster of a year of major family changes and challenges (Ms. Allison, personal communication, December 1, 2018). She tends to bottle up emotions, especially the more difficult emotions of sadness and fear, but has maintained "a positive attitude overall" (Ms. Allison, personal communication, December 1, 2018). Iris is "a very strong person" in the class, with a high level of self-confidence and assurance, though she has been subject to "other children being unkind to her in that, kind of, cliquey girl way" (Ms. Allison, personal communication, December 1, 2018). Class 2 students. The following are the target students chosen by Ms. Bethany, from youngest to oldest. William. William is a fourth grader, and one of only two boys in the class. He is also one of the newest students to the Montessori school; he started there the previous year. William has a number of behavioral and emotional challenges, particularly with anger and frustration, causing outbursts and problems with peer relationships (Ms. Bethany, personal communication, February 12, 2019). Ms. Bethany (personal communication, February 12, 2019) also stated that William had "difficulties with looking at and understanding other people's opinions and thought processes," which often leads to conflicts. Andrea. Andrea is a fifth grader. She showed a strong interest in and enjoyment of mindfulness-related activities, including yoga and meditations that Ms. Bethany did in the class in previous years (Ms. Bethany, personal communication, February 12, 2019). MINDFULNESS AND NATURE 52 Pamela. Pamela is a sixth grader, and one of the oldest in the class. She has been receptive to what Ms. Bethany has taught the class about being mindful over the years, and already used "the word mindful a lot" (Ms. Bethany, personal communication, February 12, 2019). Pamela has a sensitive personality, and "her feelings get hurt easily . . . when people don't do what is right" (Ms. Bethany, personal communication, February 12, 2019). Pamela has also dealt with some difficult family changes in the past year (Ms. Bethany, personal communication, February 12, 2019). Mindfulness-based Program Description The curriculum used for the MBLAs in this research project was primarily influenced by the MindUP curriculum for grades 3-5, developed by the Hawn Foundation (2011). I drew from many other sources to supplement and/or substitute various activities. The seventeen lessons with activities were divided into four units: Getting Focused, Sharpening Your Senses, Perspective and Attitude, and Taking Action Mindfully. (See Appendix A for more information on sources and brief descriptions of lessons and activities used. A more detailed description or outline may also be requested from the researcher.) Mindfulness sessions were offered typically twice a week, during regular class time (in the morning for the first eight sessions, and in the afternoons thereafter), in 30-minute to one hour-long sessions, over the course of nine weeks (spanning 4 months), with one follow-up booster session the month after completion of the curriculum. The structure of most sessions consisted of opening with mindful breathing practice; next, a mini-lesson with information about what happens in the human brain and body in different situations; then, practicing some mindfulness-based activities; and ending with journaling topics for students to reflect on back in class. All sessions were led by me, generally MINDFULNESS AND NATURE 53 with classroom teachers present and participating, and all took place in one of several options of outdoor natural settings at the school, typically by the creek that runs between the elementary and primary buildings. (See Appendix B for photographs of the locations used.) Data Collection Though this research did not take place in my own classroom, and is not technically considered action research, the research project did examine the three types of achievement targets for action research described by Sagor and Williams (2017). Performance targets "relate to what students are expected to gain from our actions," and can fall under four major categories: cognitive, demonstrative, behavioral, or affective; process targets "relate to techniques or strategies that we want to become part of our teaching or professional repertoire"; and program targets "focus on outcomes for an entire classroom or school/organization" (Sagor & Williams, 2017, p. 20). The research questions addressed primarily performance and program targets by investigating the impacts on students' behaviors, students' views of nature, and classroom community or culture. However, the whole process of teaching and reflecting upon the MBLAs also informed process targets to improve my own techniques and strategies in the future. To gather data on these target areas, triangulation was used in my data collection, which Rossman and Rallis (2017) define as using "multiple sources of data, multiple points in time, or a variety of methods" to help provide a more complete picture of a complex issue or situation being studied (p. 55). I collected data from students and teachers, to get their perspectives, as well as my own direct observations in my researcher's journal. The various types of data gathered were student and teacher surveys, teacher observations, student reflective journals, teacher semi-structured interviews, whole class ethnographic interviews, my own researcher's journal, and visual methods. MINDFULNESS AND NATURE 54 Students and teachers were given pre- and post-project questionnaires or surveys to gather some combinations of qualitative and quantitative data. The teachers completed the Strengths and Difficulties Questionnaire (SDQ), which measures traits such as prosocial behavior, emotional regulation, and hyperactivity, for the selected target students. Because I wanted to gauge what the students believe, perceive, or feel about the mindfulness-based activities and their impacts, especially on their environmental ethics or their views of nature and their relationship to it, I created a questionnaire that collected some background information and asked some questions about mindfulness specifically, but primarily focused on environmental awareness and attitudes. The majority of the questions used to gauge environmental ethics came from Johnson and Manoli's (2011) modified 2-MEV scale which incorporates eight main factors of Wiseman and Bogner's Theory of Ecological Attitude (as cited in Johnson & Manoli, 2011). I also referenced many other surveys, scales, and questionnaires that have been used to measure environmental values, ethics, attitudes, awareness and nature connectedness, and added (or modified) various elements that I felt were relevant and helpful for my study (Howell, Dopko, Passmore, & Buro, 2011; Kahn Jr., & Friedman, 1995; Khawja, 2003; Leeming, O'Dwyer, & Bracken, 1995; & Mayer & Frantz, 2004). (See Appendix C for the full pre- and postquestionnaires.) Teachers were also asked to make observations and reflections about any impacts they noticed from the mindfulness sessions, especially on classroom and individual behavior, though I received notes from only one of the teachers, Ms. Allison. Her teacher observations also stopped after November 14th. A large part of the value of qualitative research is in capturing experiences of the participants. In my study, I wanted to collect rich data on students' and teachers' experiences and impacts of mindfulness-based lessons and activities in an outdoor setting, so I collected MINDFULNESS AND NATURE 55 some narrative data, in the form of student reflective journal entries, semi-structured interviews with the individual teachers, and whole class ethnographic interviews with the students. A total of twenty journals were collected from Class 1, and six from Class 2. However, only eight students in Class 1, and one student in Class 2, produced responses to journal prompts beyond those for the eighth lesson (which took place on October 30). Individual semi-structured interviews were completed with teachers using flexible interview guides midway through the project, and again after concluding all lessons and the booster session. I also had more informal group discussions (ethnographic interviews) with each entire class at the end of the project, to help measure or gauge the impacts of the MBLAs on classroom community and culture, and to allow students another format (besides written surveys) to provide feedback about the whole project. Finally, I included visual methods: videos of the class interviews, and photographs of the actual outdoor natural settings or environments in which the MBLAs took place (See Appendix B for photos). Data Analysis Constant comparative method was used to analyze the data from the teacher and student surveys, journals, and interviews, as well as from my own observations and the video recordings from the class interviews. According to Glaser and Strauss (1967), "the constant comparative method is designed to aid the analyst . . . in generating a theory that is integrated, consistent, plausible, close to the data," and essentially consists of comparing and categorizing incidents in the data, looking for patterns, integrating categories, possibly going back to collect more data to fill gaps, and further developing theory grounded in the data (p. 103). Boeije (2002) similarly describes the cyclical process of the constant comparative method, which progresses from analyzing at the individual level of one interview (or other piece of data), then comparing codes MINDFULNESS AND NATURE 56 and themes that occur between two of the same type of interview (or other type of data), and then further comparing across different perspectives and types of data, which helps to triangulate the data and provide increased "validity of the findings" and thus the overall research (p. 393). The constant comparative method allows for multiple opportunities to improve the research process (and resulting theory), for instance by recognizing if codes need to be modified, survey or interview questions need to be adjusted or added, or more data of some other type is needed, and then reanalyzing based on new data or insights. The first data collected was the students' pre-project surveys, the results of which I entered into a spreadsheet, noting the various children's backgrounds prior to the study with regards to nature connection, environmental awareness/ethic, and mindfulness and/or meditation. I collected the teacher pre-project SDQs next and familiarized myself with the teachers' records about the students they chose. After the fourteenth lesson, the first interviews were held with the lead teachers of the classrooms at the time (Ms. Allison for Class 1, and Ms. Lindsay for Class 2). I transcribed both of their interviews in the order they were completed, beginning the process of coding with Ms. Lindsay's interview first, followed by Ms. Allison's, which provided the first real comparison of the data analysis process. Once the project was completed, I had the two ethnographic interviews with the classes, and the following week interviewed all three teachers (Ms. Allison from Class 1, Ms. Lindsay, who had now become an assistant in Class 1, and Ms. Bethany, who had returned from maternity leave to be the lead/only teacher in Class 2). I transcribed each of the three teacher interviews in the order they were completed (and listed here), to continue comparative analysis across the teacher interviews. Then, I transcribed the whole class interviews, which allowed for another layer of comparative analysis (of the students' and teachers' responses). Transcribing and coding the interviews took the most time and MINDFULNESS AND NATURE 57 provided the richest data. I read through them and coded numerous times, in the cyclical fashion described by Boeije (2002) and Glaser and Strauss (1967). I gathered the student journals, student post-project surveys, and teachers' post-project SDQs in the weeks following the final booster session and the interviews. The student journals proved rather difficult to code qualitatively, so I instead entered information about them into a spreadsheet, noting which lessons' journal prompts students responded to, and whether the entries were drawings, words, or both, as well as any other pertinent information or quotes I thought relevant (such as connections to or care for nature and application of mindfulness to daily life). Once I had both sets of pre- and post-project surveys, I also completed further comparative analysis. I put the student post-project surveys into another spreadsheet, printed both copies out, and compared responses, highlighting all changes for each student. Furthermore, to quantify the changes in students' environmental ethic/nature connectedness, I calculated scores using the 32 Likert scale responses from the questionnaire, with the most connected or environmentally ethical responses receiving scores of 5, giving a total possible score of 160. Besides calculating individual scores, I also summarized major changes at a class level in a separate document. It was at this stage, also, that I noticed there were some conflicting Class 2 students' responses between those given during the whole class interview and those written on post-project questionnaires (which were completed 11 days later). With the teachers' SDQs, I similarly highlighted all changes noted for individual students, and created a document of target students' summaries. In addition, I typed up my researcher's journal observations and notes, allowing me to refresh my memory about each lesson's happenings and my contemplations throughout the entire research project. Only after completing all those steps was MINDFULNESS AND NATURE 58 I able to truly triangulate the data from what students, teachers, and I expressed in multiple formats. Trustworthiness I used several recommended strategies of credible qualitative research to help ensure the validity of my own research project. As was described in the Data Collection and Data Analysis sections, I used triangulation of sources of information to help provide thick, rich description from multiple perspectives: my own, teachers', and students'. To confirm that I had captured and understood their perspectives, I reviewed what I heard to the teachers during the interview itself and provided transcripts to them afterward for their validation of its content. During the whole class interviews, I likewise tried to repeat back the main ideas I heard from the students or asked clarifying questions if needed. Throughout the entire process of design, carrying out the project, data collection, analysis, and writing, I consulted both with a critical advisor, the community of practice of my cohort of MED students, as well as others outside of that group. In addition, I kept a researcher's journal to help myself to reflect on my biases, influences on the project, and to help me modify my research where insight warranted it. Ethical Considerations Confidentiality and consent. For participants to truly participate fully and give honest, authentic answers, they need assurance that there will be no chance of negative repercussions from giving that information. I thus assured participants of anonymity and confidentiality in my research study, to protect their privacy. All names of participants and the location of the school remained anonymous, and pseudonyms were given in the written research. With this information, as well as information about the potential benefits and risks, parents, students, and teachers provided written consent or assent for their (or their child's) participation in the study. MINDFULNESS AND NATURE 59 Based on Major and Savin-Baden's (2012) idea of consent being an ongoing relationship, I made sure that students understood that at any point they could decide they did not want to participate, even if they previously agreed that they would. Minimal risk. Minimal risk was anticipated for the participants of this study based on all the evidence in the literature about benefits to participants in different mindfulness programs, as well as benefits of nature. The mindfulness-based lessons and activities were conducted during regular class time, and the only potential risks were the same minimal risks associated with their daily recess time and other school-sponsored explorations outdoors. Proper conduct and process. In addition to all the above measures, I followed all school policies and codes of conduct, all the proper procedures of the Institutional Review Board (IRB) (See Appendix D for IRB approval form), and I continually reflected on and evaluated how my research was going, always prepared to adapt and change elements as needed. I also kept all printed documents related to the research in a locked briefcase and all digital documents on a password protected computer belonging to the researcher. At the conclusion of the entire research project, the final thesis will be provided to the Montessori school, and to parents/guardians of participants (upon request), and beyond this master's thesis, may possibly be published and/or presented formally in the future. MINDFULNESS AND NATURE 60 Chapter 4: Data Analysis & Findings The purpose of my research was to determine the effects of doing a series of mindfulness-based lessons and activities (MBLAs) with two classes of elementary children outdoors in a natural setting. Specifically, I sought to answer the following research questions: • What are the impacts of MBLAs conducted in an outdoor natural setting with elementary school children? • How do the MBLAs change classroom behaviors, affect the overall classroom community or culture, individual students' self-regulation and prosocial behaviors? • How do the MBLAs conducted in an outdoor natural setting affect children's environmental ethics and relationship to nature? After multiple rounds of constant-comparative analysis of student surveys and journals, whole class interviews, as well as teacher surveys, interviews, and observations, several main themes arose: Changing the Conversation; Raising Awareness, Cultivating Consciousness; and Taking Mindful Action-Nurturing Peaceful Relationships. In this chapter, I will explain what my comprehensive analysis of the data revealed, citing examples from student surveys and whole class interviews, as well as teacher SDQ surveys, interviews and observations. [Please note: I did not cite the student journals, as they were not used consistently enough throughout the study to provide additional insight, beyond informing my recommendations for teachers and future researchers, described in chapter 5. Also, the spelling of student quotes from the questionnaires was corrected to make them more easily understandable to the reader. Last, due to neither of them being in Class 2 before, during, and after the research project, both the lead teacher, Ms. Bethany (personal communication, 2-12-19), and the interim teacher, Ms. Lindsay (personal communication, 11-29-18 & 2-12-19), expressed their uncertainty of how much change actually MINDFULNESS AND NATURE 61 occurred in the classroom, and how much change could be attributed to the mindfulness and nature project, as opposed to adjustments to the staff changes.] I will examine each of the main themes as they relate to both the overarching community or class level and the individual level, integrating ties to my theoretical frameworks of Montessori and systems-based wellness theory throughout the chapter. Changing the Conversation One of the most notable observed impacts of the MBLAs was a change in both the content of classroom vocabulary and conversations, and the manner of speaking. The language and concepts provided in the lessons changed communication in the classrooms. Ms. Bethany (personal communication, 2-12-19) said the term "mindful" had already been in the vocabulary of Class 2, as they had talked "about being mindful for each other and being respectful and respecting the community." Nevertheless, Ms. Lindsay (personal communication, 11-29-18) noticed Class 2 students using the term "a lot more" after participating in several of the MBLAs, often in questions or reminders to peers, such as, "Are you being mindful right now?" They were also using those phrases and similar language "instead of reacting in a way that's really negative, or kind of jumping down someone's throat" (Ms. Lindsay, personal communication, 11-29-18). Thus, the language indicated that students were "being a little more patient" with each other (Ms. Lindsay, personal communication, 11-29-18). These findings echo the positive benefits from mindfulness on students' self-regulation and pro-social behaviors described in the literature (Kielty, et al., 2017; & Viglas and Perlman, 2018). Furthermore, the change from reactivity to patiently reminding others demonstrates characteristics of increased social wellness, such as "empathy and sensitivity," "compassion," and "helping others" with intrapersonal communication (Albrecht, 2014, p. 28). MINDFULNESS AND NATURE 62 In Class 1, Ms. Allison claimed that the word "mindful" became "really quite integrated into the classroom vocabulary" (personal communication 2-12-19). In Ms. Allison's observation notes (10-16-18 & 10-17-18), she logged Mary and Nathan saying, "be mindful" about work on the table, and Jim telling a fellow student to "be mindful about where you're stepping." She also used it with the students, "asking them to be mindful of things" (Ms. Allison, personal communication 2-12-19). And, she encouraged them to take responsibility for their actions, for instance by replacing the phrases, "it's not my fault; I didn't mean to," with, "I wasn't being mindful. . . I wasn't paying as much attention as I should have" (Ms. Allison, personal communication 12-1-18). In addition to the children and herself talking about being mindful, she even overheard parents using the word in the classroom, making statements such as, "be mindful of where you're walking" (Ms. Allison, personal communication 2-12-19). Ms. Lindsay (personal communication 2-12-19) also noted using the language of being mindful with Class 1 when she joined their classroom, and she said the students "responded well" to it. From these statements it is clear that the concept and language of being mindful was incorporated by the children and adults alike, and contributed to "effective communication," and "active promotion of . . . the betterment of community," also important characteristics of social wellness (Albrecht, 2014; Roscoe, 2009, p. 218). Other terminology from the MBLAs were used back in the classroom, as well. For instance, right after our lesson on thinking optimistically, when Iris forgot a line during play practice, she was heard saying, "Oh, that's all right; I'm going to be optimistic, and I'm going to get it next time" (Ms. Allison, personal communication, 12-1-18). Iris also spoke about needing to "appreciate the happy times that we have had together and remember that that's there," when having difficulties with some of her peer relationships (Ms. Allison, personal communication, 2- MINDFULNESS AND NATURE 63 12-19). Similarly, Ms. Allison (personal communication, 2-12-19) noticed Jennifer "talking about thinking about it positively and using a positive attitude" after our lessons on perspective taking and thinking optimistically. Whether the MBLAs introduced the students to or reminded them of this positive language, these students "picked up on" it and began using it in class (Ms. Allison, personal communication, 2-12-19). The data demonstrates that these students received the benefits of increased optimism and more positive emotions reported in the literature as some of the outcomes from practicing mindfulness and from nature (Amoly et al., 2014; Bannirchelvam et al., 2017; Dadvand et al, 2017; Daniel, 2018; Hanh & Weare, 2017; Harpin, et al., 2016; Kielty et al., 2017; Louv, 2008; Ricard, 2011; Routhier-Martin et al., 2017; Siegel, 2018; Sockolov, 2018; Srinivasan, 2014; van den Berg, & van den Berg, 2010; Watt, 2012; Willard, 2016; Williams, 2017). A "positive approach to life" and optimism are likewise associated with emotional wellness (Albrecht, 2014; Roscoe, 2009, p. 218). In addition to the increased use of mindfulness-related vocabulary, the subject matter of the mindfulness-based lessons often inspired further discussions back in the classrooms, among individual students, teachers and students, and the classes as whole groups. In Ms. Allison's observation notes (10-11-18) she reported "students discussing amygdala/fight or flight while working" in the classroom after our first lesson on how our brains work. In our first interview, she also described how both Jim and Finn spoke to her on separate occasions about how their brains and bodies were reacting to different situations on the playground, using terminology about fight, flight, and freeze responses, and that the vocabulary and concepts were "kind of integral to him [Jim], like, processing that [stressful] event, and also processing many other events" (Ms. Allison, personal communication, 12-1-18). Ms. Allison (personal communication, 2-12-19) stated that this language "goes along so well with our Montessori philosophies also of, MINDFULNESS AND NATURE 64 you know, making sure that they know the reasons behind the things that they're doing." Giving the students the language and knowledge about how their brains and bodies function further contributed to both physical wellness and cognitive or intellectual wellness, as it promoted their "body consciousness" and "ability to process information," respectively (Albrecht, 2014; p. 27 & 28). The following examples provide additional verification that the topics of the MBLAs influenced conversations in the classrooms. Ms. Allison's observation notes (10-17-18, 11-1-18, & 11-2-18) attested that Class 1 had group discussions about "good places and strategies to calm down and relax," unmindful acts--"not caring for earth and others," and "how their bodies felt on the playground, while playing, relaxing, etc.," all subjects that came directly from journal prompts given at the end of lessons. During the Class 2 group interview (2-8-19), Jenna stated, "We do have big talks about being mindful; what we do, what we say," and Ms. Allison similarly commented on having class discussions about being mindful in Class 1. Additionally, the MBLAs helped to further normalize expressing how you feel, and encourage an increased openness, which are things that the teachers and the school have promoted. Ms. Bethany (personal communication, 2-12-19) described how she has always supported "talking to each other very real and openly about their feelings." Ms. Allison (personal communication, 2-12-19) also said that "having it be common to talk about our emotions is something that we work on a lot as a school," and that she believed the "mindfulness lessons have really fed into all of that." These statements are a testament to the teachers' commitment to the Montessori philosophy of nurturing the whole child. Furthermore, "awareness and acceptance of a wide range of feelings in one's self and others, as well as one's MINDFULNESS AND NATURE 65 ability to constructively express, manage, and integrate feelings" are major attributes of emotional wellness (Roscoe, 2009, p. 218). There was also increased conversation about nature and the environment after participation in the MBLAs. Ms. Allison (personal communication, 12-1-18) noticed students in Class 1 became more vocal about their observations outside, especially of smells, and the changing seasons, making comments such as, "it smells different out here today; why do you think that is?" and, "oh, well, maybe there's more leaves on the ground." While Ms. Lindsay (personal communication, 2-12-19) heard students in Class 2 "mention the creek [which runs behind the elementary building and was the setting for the majority of our lessons] more." Ms. Allison also observed students with a wide range of environmental ethics speak more about environmental issues. For example, she said one of the younger students, Grace, new to her class this year, who "did not have as much of, like, an environmental consciousness before . . . has been talking about stuff like that [the environment and how we care for it]" (Ms. Allison, personal communication, 12-1-18). In addition, Sam, whom Ms. Allison described as "someone who has always been extremely mindful of other people's feelings and . . . always had, like, an environmental consciousness," has been "talking about things like that [the need to care for nature] more," with his friends, "a rough and tumble group of boys" (Ms. Allison, personal communication, 12-1-18). She correspondingly stated, "he brings up these conversations with them that they might not have otherwise, you know, serious conversations, where they might just choose to goof off," indicating that Sam is raising the level of conversation and consciousness of his friend group (Ms. Allison, personal communication, 12-1-18). The voicing of observations of nature, as well as the dialogues about caring for the environment directly relate to the "connection to nature" aspect of spiritual wellness, as well as the "reciprocal interaction with the MINDFULNESS AND NATURE 66 environment," and "effort to improve the environment and community" characteristics of environmental wellness (Albrecht, 2014; Roscoe, 2009, p. 220 & 221). Moreover, this data supports the idea of nature contact and subsequent connection helping to develop a conservation ethic (Dadvand et al, 2017; Deringer, 2017; Hyun, 2000; Louv, 2008; Louv, 2016; van den Berg, & van den Berg, 2010). All of these examples of changes in language use and conversation indicate that all six dimensions of students' wellness, with particular emphasis on emotional and social wellness, as those relate most to healthy communication, were indeed impacted by participating in the MBLAs in an outdoor natural setting, and some of that impact spread to the teachers and even parents. Raising Awareness, Cultivating Consciousness The change in vocabulary and conversation in the classrooms furthermore both inspired and reflected changes in awareness on three different levels: of the self, others, and the environment or nature. Awareness, as defined by the Cambridge English dictionary (2019), is "knowledge that something exists, or understanding of a situation or subject at the present time based on information or experience." Similarly, consciousness is defined as both "concern, interest, or acute awareness," and "the thoughts and feelings, collectively of an individual or an aggregate of people" (Dictionary.com, 2019). Both Montessori-trained lead teachers said they had done different kinds of mindfulnessbased activities with their classes in the past, but not this school year, and so the MBLAs brought some of these topics "back in their consciousness" and seemed to encourage the returning students to be more aware of them again (Ms. Allison, personal communication 12-1-18). Ms. Allison (personal communication, 12-1-18 & 2-12-19) actually used many words and phrases MINDFULNESS AND NATURE 67 that referenced increased awareness generated by the various topics of our MBLAs: "focus," "getting them to really notice," "bringing their awareness to," and "special attention." Ms. Lindsay (personal communication, 11-29-18) likewise made several references to an increased awareness or consciousness in students in Class 2: "focusing on that," "see in themselves," "think more about," and "realize." Below I will examine each of the categories of changed awareness, of self, others, and nature. Self. On the level of the self, children gained a greater awareness of, "how much information they can gather" using their senses mindfully, as well as awareness of their own bodies, including how their brains function, and how their thoughts, emotions, breathing, and movements can affect them (Ms. Allison, personal communication, 12-1-18). This body awareness, or "monitoring of body feelings, internal states, physical signs, tension patterns, and reactions," are all things that contribute to one's physical wellness (Roscoe, 2009, p. 219). Ms. Allison repeatedly emphasized that in Class 1 the scientific understanding of their brains "really stuck out in their minds," and the students "clung to that knowledge," which built upon their prior knowledge of the brain (personal communication, 2-12-19). Ms. Allison (personal communication, 12-1-18) also spoke about how the MBLAs helped raise awareness in her students of "how they can cope with their own feelings," and "that they have the ability to control the way that they think . . . and the things that they say to themselves". Similarly, Ms. Lindsay (personal communication, 11-29-18) acknowledged the benefit of the quiet time outside for the students in Class 2 "to just have time with their thoughts and recollect themselves." She also stated that "once they get really into the [mindfulness] activities and stuff, I think that they even see in themselves that it benefits them," and "they realize that they're more refreshed, and stuff like that" (Ms. Lindsay, personal communication, 11-29-18). These self- MINDFULNESS AND NATURE 68 awareness traits of "the ability to constructively express, manage and integrate feelings; emotional regulation; and coping mechanisms" are key aspects of emotional wellness (Albrecht, 2014, p. 27). And the "engaging in meta-cognition," or thinking about thinking/thoughts, which the teachers mentioned demonstrates a characteristic of cognitive wellness, as well (Albrecht, 2014, p. 28). Others. Students and teachers both described increased levels of awareness of others and of the self in relation to others after participating in the MBLAs. Ms. Bethany (personal communication, 2-12-19) noted that her students were "being more aware of the way that they are talking to each other." During the Class 2 group interview multiple students commented on being more aware and mindful of what others are feeling, and how their words and actions affect others, whether they be peers in the classroom and in extracurricular activities, teachers, or family members. For example, Jenna stated, "I think we've been more mindful of what we say and what we do to other people, and what they're feeling" (personal communication, 2-8-19). Laney spoke about "being mindful of my whole team" in her dance class (personal communication, 2-8-19). Andrea mentioned being "mindful of what I do . . . for my parents" and other siblings at home, as well as of other friends "at my craft class" (personal communication, 2-8-19). Their responses demonstrate that these students gained more of an awareness of "balancing one's needs with others' needs," and that they recognized the benefits of applying this awareness in many realms of their lives, contributing to their social wellness (Albrecht, 2014, p. 28). In Class 1, Ms. Allison thought the MBLAs put a "greater focus" on taking personal responsibility for your actions and their effects on others, which she has also tried to instill in her students (personal communication, 12-1-18). In addition, she witnessed the students "being MINDFULNESS AND NATURE 69 mindful of other people's space and other people's work," (Ms. Allison, personal communication, 2-12-19). Montessori education encourages developing independence, but also awareness of one's impact on others, through various Grace and Courtesy lessons and Peace curriculum, so these were not completely new concepts for most of the students in these classes. And yet, both teachers' and students' comments acknowledge the MBLAs contributed to an increase in awareness of others. The results of the student pre- and post-project questionnaires also showed an increase in understanding of the concepts mindfulness and meditation, as well as the reported benefits (to self and class) from practicing mindfulness and/or meditation, especially among the younger students. In Class 1, eleven out of seventeen students who responded thoughtfully (65%) gave more detailed information about what mindfulness is or means, many using language directly from the MBLAs (Class 1 student surveys, 10-5-18 & 2-12-19). For example, Iris' comments changed from "peace, love, calm, thoughtful," to "wait before you judge, and kindness." Drew's comments changed from "awareness" to "being aware of surroundings." Kevin, who did not respond on the pre-survey, said, "take care of mother nature" on his post-survey. And, Dallas changed her response from "I don't know," to "gratefulness, helpful, and kind." In addition, eighteen students (82%) gave more detailed reasons to practice mindfulness and/or meditation, whereas on the pre-survey, eleven students responded with "I don't know" or just left it blank, and of the nine students that gave reasons in the pre-survey, four of them simply said something comparable to, "to be calm" (Class 1 student surveys, 10-5-18 & 2-12-19). In the post-survey, Iris responded with, "to be a better person and to calm themselves;" Kevin responded, "when angry, helps calm down;" Calvin stated, "because it makes you more peaceful;" and Jim said, "to help with nature" (student surveys, 10-5-18 & 2-12-19). In the Class 1 group interview, Edith MINDFULNESS AND NATURE 70 also stated, "Mindfulness is a way to show you that you can always be kind, and think about what you are doing, and think, "Is it okay, or is it not?" That's what I think" (personal communication, 2-8-19). And Drew added, "Why you want to be mindful is because you might protect the environment by doing it, . . . and you can be a peaceful leader for other people" (personal communication, 2-8-19). It is evident from the increased detail and diversity of these responses, that the students developed a greater understanding of these concepts and practices after participating in the MBLAs. Similarly, in Class 2 five students (83%) gave more detailed information about what mindfulness is or means after participating in the MBLAs (Class 2 student surveys, 10-5-18 & 219-19). For example, Laney changed her response from "being aware of your surroundings," to "being aware of your environment and not judging," adding language directly from our lessons (student surveys, 10-5-18 & 2-19-19). William changed his response from, "meditation," to "a time to just connect with nature," reflecting his personal experience of the MBLAs outdoors (student surveys, 10-5-18 & 2-29-19). And Jenna's response changed from, "yoga and nature," to "something where you just clear your mind and be calm" (student surveys, 10-5-18 & 2-1919). During the Class 2 group interview, many expounded on what mindfulness is and why it is important to practice being mindful. For instance, Andrea said mindfulness is "being kind and not judging, and thinking about what you say and do;" Laney stated, "if you're mindful, then other people will like you more . . . so, it's important to learn how to respect people, and to know what or when to say something that would hurt that person in an emotional way;" and William added, "[it's important] to always have that skill, to use at different points in time" (personal communication, 2-8-19). Again, these more detailed responses indicate an increase in understanding of these concepts and practices of the MBLAs. In turn, they also reflect "the MINDFULNESS AND NATURE 71 continual acquisition, use, sharing, and application of knowledge in a creative and critical fashion for the personal growth of the individual and for the betterment of society," one of the definitions of intellectual or cognitive wellness (Roscoe 2009, p. 220). The environment or nature. Even though pre-project questionnaires, student journal entries, and teacher interview comments all confirmed that most of the student participants in this study already had a positive environmental awareness and ethic, the research data collected indicated an increase in awareness of the environment or nature for many students. Teachers attributed much of the pre-project environmental awareness and ethic to the students coming up in a Montessori school, where there is strong emphasis on caring for your environment (both in the classroom, with class pets, and the larger natural world), as well as family influence for many students. For example, Ms. Lindsay (personal communication, 11-29-18) stated, "growing up in a Montessori classroom, they, kind of, have had that [environmental ethic of caring for nature] forever . . . that's kind of just ingrained in them". Ms. Allison (personal communication, 12-118) concurred about her class, "they're already very environmentally aware, if only in a superficial way of noticing, like, the trash on the ground . . .they've always been insistent that we clean up the block". The pre-project surveys showed that the majority of the students in Class 1 had a strong environmental awareness and ethic (average score of 126 out of 160, or 79%) before starting the MBLAs; even so, the class average score did increase to 131 or 82% (Class 1 student surveys, 10-5-18 & 2-12-19). In addition, on the post-survey ten out of seventeen students (59%) who described environmental problems they were aware of listed more human-influenced environmental problems (in several cases as opposed to natural disasters listed in the pre-survey), and/or gave more details about the problems (Class 1 student surveys, 10-5-18 & 2-12-19). MINDFULNESS AND NATURE 72 More students (from 50% to 68%) answered Yes to the question, "Do you believe environmental problems affect you directly?" indicating an increase in awareness of the interconnectedness of their lives with the environment (Class 1 student surveys, 10-5-18 & 2-12-19). As was mentioned in the Changing the Conversation theme, students in Class 1 also experienced a heightened awareness of sights, sounds, and especially smells outside, to the point of verbalizing their observations more (Ms. Allison, personal communication, 12-1-18). The pre-project questionnaires indicated that Class 2 students overall had much lower pre-project environmental awareness and ethics than Class 1 (with a class average only 91 out of 160, or 61%) before the MBLAs, but they were still all positive scores, above 50% (Class 2 student surveys, 10-5-18 & 2-19-19). Their post-project average score also increased, to 109 or 68% (Class 2 student surveys, 10-5-18 & 2-19-19). On the post-project surveys, two more students (33% of the Class 2 respondents) believed that environmental problems affect them personally (Class 2 student surveys, 10-5-18 & 2-19-19). And, recall from the Changing the Conversation section that students in Class 2 talked more about the creek, also indicating an increased awareness of nature in their immediate school environment. The increased environmental awareness, nature connection, and ethics likewise signify enhanced environmental wellness (Albrecht, 2014; Roscoe, 2009). Thinking outside . . . the box. Another subtheme that arose from comments by all three teachers was the importance of "changing it up:" changing the setting for the MBLAs from the classroom to the outdoor natural setting (Ms. Bethany, personal communication, 2-12-19). Ms. Allison (personal communication, 2-12-19) stated, "I think that it is good for us all, to just to change up their environment, you know, and have it in a different place and just get them, you know, they're trying to think in a new way." Ms. Linsday (personal communication, 2-12-19) MINDFULNESS AND NATURE 73 commented similarly that "changing up the scenery" [to the outdoors] was better [than doing the MBLAs inside], and helped students, "think a little bit more outside the box." These comments suggest that the change of environment may have facilitated students grasping new concepts, such as what Ms. Allison (personal communication, 2-12-19) described as "a radical idea in our culture to try to not judge". One student in Class 2, Laney (personal communication, 2-8-19), also remarked that doing the MBLAs outside was a great "way to escape the bad vibes, or the bad, like, feelings in our classroom," indicating that the change of setting helped alter the atmosphere emotionally, as well. In addition to the change of the location to the natural environment serving to transform thinking and emotions, data showed the teachers and many students also thought the outdoors was an ideal place to practice mindfulness and/or meditation. William (personal communication, 2-8-19) stated, "I felt like we could more connect, like, connect with being mindful outside, in the fresh air, with the breeze." Andrea (personal communication, 2-8-19) said being outside "is better for actually in the moment . . . hearing all the sounds that are outside, and, like, the sun is shining, so you're, like, getting more vitamin D, and it is healthier." Laney (personal communication, 2-8-19) also said that (on the warm days) she enjoyed getting "to be by the creek, with running water, and pay attention to all the sounds that I don't typically get to do". Their teacher, Ms. Bethany (personal communication, 2-12-19), agreed that "hearing the nature sounds and everything can help focus your meditations," and it is good for the students to "be able to go out there, just kind of, look and see how things have changed, and listen to the sounds around us and everything." Ms. Lindsay (personal communication, 2-12-19) concurred that the students "prefer to be out there" and they are more "engaged" with the MBLAs outside. Multiple students in Class 1 said they thought it was better to do the MBLAs outside for reasons MINDFULNESS AND NATURE 74 such as, "it is relaxful;" "beautiful;" "it's more peaceful;" "more fresh air;" and "more sounds" (personal communication, 2-8-19). Ms. Allison (personal communication, 2-12-19) further professed that "while they're listening, they're watching the birds and noticing the clouds, and hearing the water, and it's giving them the opportunity to be really mindful in the moment of what's going on around them." All these comments support the idea of Nature inspiring mindfulness, discussed in the literature review (Selhub & Logan, 2012; Williams, 2017). Several students in Class 2 recognized a need to spend more time outside in nature: Jenna's response to "when and where do you find that mindfulness is most helpful for you?" was, "at my dance studio and outside. I don't really care where outside . . . But, I try to be mindful of riding my bike more because I'm stuck in a dance studio normally, or I'm inside" (personal communication, 2-8-19). Laney echoed, "Same for that; I need to be more mindful of how long I get outdoors, because typically I only get . . . recess . . . So, I need to find time to fit in going outside . . . I just need to be outside a lot more" (personal communication, 2-8-19). And Andrea said, "I do think it was better that we did it [the MBLAs] outside also, because people, I feel like people aren't outside as much, especially because they're like on their phones, and on their tablets . . ." (personal communication, 2-8-19). These comments all speak to the issues mentioned in the literature review about Nature Deficit Disorder and the threats to biophilia (Kellert, 2017; Khan, 2015; Louv, 2008; Selhub & Logan, 2012; van den Berg, & van den Berg, 2010; Williams, 2017). Once again, the illustrations of raised awareness and consciousness of self, others, and nature demonstrate that the MBLAs conducted in an outdoor natural environment positively impacted all dimensions of wellness, with perhaps the strongest impact being on students' "process of finding meaning and purpose in life in relation to others and the universe; the self in MINDFULNESS AND NATURE 75 relation to others, the community, nature, the universe . . . and the creation of personal values and beliefs," or their spiritual wellness (Roscoe, 2009, pp. 220-221). Taking Mindful Action-Nurturing peaceful relationships The language, concepts, skills, and techniques given in the mindfulness sessions also provided both the students and teachers with "a better tool box" to take mindful action in a variety of situations in daily life (Ms. Allison, personal communication, 2-12-19). Changes in awareness, in combination with increased understanding, and an expanded toolbox of strategies imparted by the MBLAs correspondingly lead to observed changes in experiences and behaviors. These mindful actions also affected multiple levels: oneself, others, and the environment or nature. Self. Students and teachers alike described incidents of self-care, self-regulation of emotions, and improved impulse control as a result of participating in the MBLAs. In Class 1, Ms. Allison believed that the idea of using positive self-talk (talking to yourself the way you would to a good friend or other loved one), which was part of our lessons, had really affected Carrie, Iris, and Drew, in particular (personal communication, 12-1-18). She said since these MBLAs, Iris and Carrie "have been more, like, easy on themselves, and Drew less so, but certainly" (Ms. Allison, personal communication, 12-1-18). Carrie, who was retreating to cry when overcome with sadness before the mindfulness and nature project, had not been seen doing that behavior since the winter break, and thus Ms. Allison believed she had "gotten a lot better about" her emotional regulation (personal communication, 2-12-19). Ms. Allison also thought Carrie had "become a little bit more bold with her peer relationships," sticking up for herself more in situations (personal communication, 2-12-19). Four out of five (80%) of Ms. Allison's changed responses on Iris' SDQs (10-8-18 & 2-18-19) were positive, primarily related to her MINDFULNESS AND NATURE 76 emotions, self-regulation, and self-confidence. In addition, Ms. Allison (personal communication, 2-12-19) described Iris using multiple self-care and coping strategies, mostly different breathing and meditation skills. Similarly, Ms. Allison (personal communication, 2-1219) mentioned Nathan speaking about using different mindfulness self-care techniques at home in his room, to help him with "mixed emotions" about family living adjustments, and to balance out his "performative" persona he often has with his friends and adults. Kevin (student survey, 2-12-19) reported that mindfulness and/or meditation helps him "calm down, especially when I'm mad," and that he thought that he and the class had become calmer after participating in the MBLAs. Ms. Allison's responses on Robert's SDQs (10-8-18 & 2-18-19) indicated six changes, four of those being improvements in his emotional and psychological states (decreased temper, worries, and nervousness or loss of confidence), as well as pro-social behavior (less fighting). In the Class 1 group interview (2-8-19), numerous students also mentioned positive impacts from the MBLAs on their feelings and moods. For example, Rose said, "I've been feeling more peaceful and calm;" Edith stated, "I've been feeling happy and calm;" and Carrie added, "everybody has been calm, peaceful, and very kind" (personal communication, 2-8-19). In addition, nine students listed terms such as "calmer" and "more peaceful" as the changes in their own or the class' behavior since the MBLAs on their post-project surveys (2-12-19). These findings again echo the psychological and emotional effects of "increased self-esteem, selfconfidence, ability to cope with challenge and adversity" and "more positive emotions" reported in the literature from both mindfulness and nature (Amoly et al., 2014; Bannirchelvam et al., 2017; Cheek et al., 2017; Dadvand et al, 2017; Daniel, 2018; Greenland, 2016; Hanh, 2011; Hanh & Weare, 2017; Harpin, et al., 2016; Kielty et al., 2017; Louv, 2008; Ricard, 2011; MINDFULNESS AND NATURE 77 Routhier-Martin et al., 2017; Siegel, 2018; Snell, 2013; Sockolov, 2018; Srinivasan, 2014; van den Berg, & van den Berg, 2010; Watt, 2012; Willard, 2016; Williams, 2017). In our first interview, Ms. Allison (personal communication, 12-1-18) remarked that Robert, Kevin, and Nathan all had "taken a lot of things to heart, just about . . . thinking things through more . . . they've really seen the value in stepping back and taking a second to think before doing that thing that they were going to do." Ms. Allison (personal communication, 2-1219) also noted that since participating in the MBLAs, Robert "controls his impulses better when it comes to, like, definitely his body," though not as much improvement with his verbal impulse control. The SDQs for Kevin showed the most improvements of any of the target students, with ten out of the fourteen changes being positive, in the categories of self-regulation and impulse control, mood, and pro-social behaviors (Ms. Allison, SDQ surveys, 10-8-18 & 2-18-19). In Class 2, Ms. Bethany described an increase in Pamela's "sense of security" and confidence from some of the mindfulness, meditation, and journaling activities, though it was not clear how much influence was from these particular MBLAs (personal communication, 2-12-19). Pamela's SDQs had the least amount of changes reported, but three out of the four changes were positive, noting less worries, more sharing, and an increase in "thinks things out before acting" (SDQ surveys, 10-9-18 & 2-22-19). According to Ms. Bethany (personal communication, 2-1219), Andrea had been very interested in the mindfulness-related activities they did in class previously, and she thought some of the mindfulness and meditation strategies and skills have helped Andrea to become more aware and more confident. Ms. Bethany also reported four out of the five changes on Andrea's SDQs as being positive, including less fears and worries, and improvements in relationships (SDQ surveys, 10-9-18 & 2-22-19). Andrea herself claimed to use mindfulness at home, with her family, as well as in extra-curricular activities, mostly to MINDFULNESS AND NATURE 78 maintain good relationships with family members and peers (personal communication, 2-8-19). Ms. Bethany (personal communication, 2-12-19) also stated that she heard Andrea say she "really enjoyed" the pebble meditation activity we did during the final booster session of the project, and that she did the meditation again back in the classroom, as well. Ms. Lindsay, who was in Class 2 for the majority of the MBLAs, stated that "out of the entire group, William has benefitted from this [mindfulness and nature project], because I have seen him actively stop and think about what his reaction is rather than just immediately reacting" (Ms. Lindsay, personal communication, 11-29-18). However, Ms. Bethany's responses after the conclusion of the research project contrasted this view (SDQ surveys, 10-9-18 & 2-22-19), indicating that the positive impacts for William from participating in the MBLAs outdoors may have been only temporary, or there may have been other factors, such as the staff changes and personality conflicts that resulted in the negative changes reported. Taken as a whole, the above data all revealed that many students were affected positively by the MBLAs on the individual level, whether it was an improvement in their relationship with themselves or changes in their behavior that improved their relationships with others, in other words, their emotional and social wellness. Others. While both classes appeared to already have rather inclusive and cooperative communities before beginning the MBLAs, according to teacher and student interview comments, the data nevertheless exhibited improvements in various prosocial behaviors and in the overall classroom community or culture in both classes. Both students and teachers made comments about people being nicer, less conflicts, and people being more aware or mindful of each other. The older students (Class 2) spoke mostly about changes around conflicts. For example, Laney stated, "I think our class has, like, in general, started staying out of other MINDFULNESS AND NATURE 79 people's business," recognizing that conflicts can "be resolved faster" with less people involved (personal communication, 2-8-19). Jenna likewise said, "we realized what we need to say, and what we need to do" to de-escalate or prevent bigger arguments; and William added, "we've gotten better with fighting and stuff" (personal communication, 2-8-19). Several students discussed changes in the way they play together, as well. Jenna said of the game they play, "we've been way more mindful of how hard we hit," while Laney described how they worked together to "devise a rule" that helped improve the game, and "we've been playing it together, not just as a single person trying to hit everybody else" (personal communication, 2-8-19). Andrea (personal communication, 2-8-19) added that they have also been taking into more consideration "what everyone else saw," demonstrating an increase in acknowledging others' perspectives. William also said he uses mindfulness at home to resolve conflicts with his brother (personal communication, 2-8-19). Their comments demonstrate a recognition of their improved abilities to prevent and resolve conflicts and improve relationships, which are certainly aspects of social wellness. The younger students (Class 1) described more of a change in the overall feel of their community after participating in the MBLAs, but also spoke about changed behaviors. For example, Drew said, "I've seen that, like, a lot of people have been changing, like, being caring for stuff;" Jennifer stated, "people are thinking before they actually do something, so there's been less fights;" and Stephen explained, "since we started doing this, more people have been being nice instead of being bad. Because back when we didn't have this [mindfulness], everybody was just arguing . . . about really dumb stuff" (personal communication, 2-8-19). Ms. Allison also said of Class 1, "overall, there's definitely been a net gain in peacefulness, for sure;" being "more considerate definitely has played into it," and "resolving conflicts has become a MINDFULNESS AND NATURE 80 little bit smoother and easier" (personal communication, 2-12-19). She also said that having the MBLAs at this time (of inconsistency of assistant staff in her classroom) was "extremely helpful" for providing more language, skills and tools for her and the students to use to help solve peer conflicts more independently (Ms. Allison, personal communication, 2-12-19). Not only did she think the timing was helpful because of the staff issues, but she also noted the importance to the children of "getting these skills while they're developing this sense of self and social, you know, awareness and" sense of justice, all elements Maria Montessori described as occurring during what she called the second plane of development, from six to twelve years of age (Ms. Allison, personal communication, 12-1-18) The teachers further specified improvements in prosocial behaviors of individual students in their SDQs and in interviews. Robert, the youngest student in Class 1, who had struggled with high expectations in his relationships and feeling underappreciated, was reported to be "doing a better job of getting along better with his peers" and being "definitely more mindful" of his attitude with his peers after participating in the mindfulness-based lessons and activities, but still has difficulties with seeing "other people's perspective[s]" (Ms. Allison, personal communication, 2-12-19). Ms. Allison (personal communication, 2-12-19) thought Carrie had been "nurturing peaceful relationships," or "seeking out friendships with people who are more peaceful". In addition, she said Carrie had become more of an outspoken "delegate" for fellow peers, using the language from mindfulness lessons to guide them through difficult times and "give them some strategies to calm down" (Ms. Allison, personal communication, 2-12-19). Ms. Allison said Kevin, who has struggled with reading, motivation in academic pursuits, and being a bully, was very interested in the mindfulness-based lessons and activities, and "has really, like, soaked it in and applied it to becoming a much more, like, responsible, helpful member of the MINDFULNESS AND NATURE 81 community, and being more kind with what he says and does also" (Ms. Allison, personal communication, 2-12-19). Ms. Lindsay (personal communication, 2-12-19) described "an instance with two students, who kind of got into an argument" who "always butted heads" being "patient with each other" and talking through the conflict, "when at the beginning of this whole thing, these two students in particular, didn't typically talk through it." And, as noted in the Changing the Conversation theme earlier, Ms. Lindsay (personal communication, 11-29-18) had also noticed a change in the manner of speaking in Class 2, with students being less reactive, and instead stopping to ask something such as, "Are you sure that's what you want to do? Are you being mindful? Is there another choice you can make?" Once again, the improvements in treatment of others described in both classrooms parallels the social impacts of mindfulness programs and nature reported in the literature (Khan, 2015; Louv, 2008; Louv, 2016; Ratey & Manning, 2014; Sampson, 2015; Selhub & Logan, 2012; van den Berg, & van den Berg, 2010; Williams, 2017). Nature. With these particular children, the majority of whom already had strong environmental ethics and positive relationships with nature, there did not appear to be much change to their ethics from the MBLAs according to the teachers. But, as noted in the Raising Awareness, Cultivating Consciousness section, average environmental awareness/ethic scores did increase for both classes. The data also verified changes in relationships with nature, treatment of nature, and experiences of nature. When asked specifically if they thought their views of or relationship with nature had been changed by doing the MBLAs outside, eleven students (50%) in Class 1 said yes, for a variety of reasons: Iris responded, "it made me more calm;" Drew answered, "I now am focusing on everything;" Dallas replied, "I love it more;" and Jennifer stated, "I'm feeling more involved MINDFULNESS AND NATURE 82 with nature" (post-project surveys, 2-12-19). During the Class 1 group interview, Robert (personal communication, 2-8-19) also said he thought doing the MBLAs outside changed the way he relates to nature because he "got to have more fun with nature". Many students who claimed that their relationship with nature had not changed, acknowledged that it was because they already had a positive relationship before the MBLAs. For instance, Kevin said he "already felt strong connection [to nature]," and Henry stated, "I already felt one with nature" (postproject surveys, 2-12-19). Half of Class 2 participants also said no because of their prior positive relationship: Andrea said, "I already love nature;" Kate described, "I still love nature but am not around it often;" and Pamela similarly stated she "already liked it" (post-project surveys, 2-1919). William was the only in Class 2 who asserted that his relationship with nature had changed, explaining, "I used to not care about tearing branches off of trees, and now I don't do that anymore" (post-project survey, 2-28-19). Despite the limited number of acknowledged changed relationships with nature in Class 2, several students did say that they had changed how they feel about and/or treat certain aspects of nature, and as was referred to in the Raising Awareness, Cultivating Consciousness section, all but one student's environmental awareness or ethic score increased. Andrea's environmental ethic and/or connection to nature score increased by 13 points, or 8%, to a score of 114, or 71%, and she also stated, "I have gotten better about dealing with bugs, since we have started [the MBLAs], because before I would just kill it, or I would be freaking out and make a big deal out of it" (student surveys 10-5-18 & 2-19-19; & personal communication, 2-8-19). become less reactive to bugs and spiders, choosing to take them outside when they find them inside, instead of just killing them, for instance (Class 2, personal communication, 2-8-19). William's environmental awareness and ethic score increased by 16 points or 10% to 107 or 67%, and in MINDFULNESS AND NATURE 83 the class interview, he also stated that "before [participating in the MBLAs] he would have just killed the bug [which he recently let crawl on him and let go outside]" (student surveys, 10-5-18 & 2-28-19; & personal communication, 2-8-19). Jenna, whose environmental ethic score increased by only one point, also described a recent event which was influenced by her increased consciousness from the MBLAs: "I just, I was going to kill the bug at first, but then I was like, "Nature is awesome!"" (student surveys 10-5-18 & 2-19-19; & personal communication, 2-819). In addition to these comments about changed behaviors, thirteen students (59%) in Class 1 listed more or new "activities or practices they or their families engage in to help the environment/nature," after participating in the MBLAs (student surveys, 10-5-18 & 2-12-19). All of these changes in attitudes and behaviors demonstrate increased connection to nature, as well as stewardship or conservation ethic, which are key elements of both spiritual and environmental wellness (Albrecht, 2014; Dadvand et al, 2017; Deringer, 2017; Hyun, 2000; Louv, 2008; Louv, 2016; Roscoe, 2009; van den Berg, & van den Berg, 2010). Experiencing outside . . . the box. The teachers in both classes also noted observations of changes in the way that students experienced and engaged with nature after participating in the MBLAs. It appears that changing the scenery and the conversation, as well as doing the different types of activities in this mindfulness and nature project also changed the way many students experience the outdoors. While both classes had been conscious of litter and participated in clean-ups around the school on numerous occasions, and the teachers thought that most students generally enjoy nature, many students in Class 2 "weren't really excited about going outside on the playground, and recess" this school year prior to the MBLAs (Ms. Bethany, personal communication, 2-1219). Ms. Lindsay's comments echoed, "they used to fight me a lot when it was time to go MINDFULNESS AND NATURE 84 outside, and I do think that they, that has changed [since participating in the MBLAs] . . . what I've noticed is once they're outside, they're having more fun; they're enjoying their time more" (personal communication, 2-12-19). In the first interview, Ms. Lindsay (personal communication, 11-29-19) also commented on the students getting bored on the playground, but she thought, "that this [mindfulness project] is something that is different enough that they've enjoyed it a lot." Ms. Bethany (personal communication, 2-12-19) also noted that since participating in the MBLAs, even students that used to sometimes complain about going outside have actually said to her, "I think that we should go work outside one morning." In addition, while the students were still participating in the mindfulness and nature project, Ms. Lindsay (personal communication, 11-29-19) noticed what she believed was a direct result of doing the MBLAs outside in nature: . . . some of the girls are taking their notebooks, not their mindfulness journals, but just notebooks, and they're doing a lot of observations [out at recess]. And, so they're seeing things in the woods and . . . I know that they are in tune with nature . . . and finding things that they hadn't seen before and writing them down. So, they're focusing on that. Ms. Allison (personal communication, 2-12-19) made an analogous statement supporting the idea of conducting the MBLAs in nature encouraging a different way of being outside: I think it was nice for them to just, kind of, quiet their body and their mind for it. And, just bringing that special focus and attention to appreciating nature just for what it is, just as your environment, rather than necessarily a place to explore, a place to play. And, while we can appreciate it greatly as places to explore and play and, you know, clean up and serve our community, there's something to be said for just being still in nature. MINDFULNESS AND NATURE 85 Even some of the students' comments reflected a similar sentiment. When explaining how doing the MBLAs had changed the way they think about nature or relate to it, Rose answered, "because you get to experience with nature, and see how it actually is in the wild," and Jennifer responded, "because I got to have more fun with nature, and I got to be more thoughtful in nature" (personal communication, 2-8-19). Another piece of data that supports the notion of a change in engaging with nature comes from the pre- and post-project surveys. While the overall amount of nature-related activities done since starting the MBLAs decreased from the amount students participated in during the previous year, (note that the study took place from October to February) some students did note new nature-related activities. In Class 1 five students added bird-watching, three added reading books or online about nature, three added gardening, three added nature walking or hiking, one added wildlife-watching, and one added participating in 4H club (student surveys, 10-5-18 & 212-19). Bird watching was the only activity that went up as a whole class, from six to nine students (student surveys, 10-5-18 & 2-12-19). In Class 2, two students added reading about nature, two added watching nature T.V. shows, and one added nature walking or hiking (student surveys 10-5-18 & 2-19-19). Some of these nature-related activities that were added during the course of the study involve a more slow, quiet, observation-oriented encounter with nature, indicating these students (and their environmental and spiritual wellness) were influenced by the new way of experiencing nature in the MBLAs. The data demonstrating changes in students' experiences, behaviors, and relationships once more verifies the impacts of the outdoor MBLAs on all dimensions of wellness, with an emphasis on emotional, social, environmental, and spiritual wellness. MINDFULNESS AND NATURE 86 The Downsides Responses were not all positive. There were some negative perceptions of certain aspects of the MBLAs and/or of doing them outside, namely more distractions (including less than ideal weather and too many students) and the length of certain lessons and activities. Distractions. Multiple students in Class 2 mentioned being very easily distracted outside, though when asked, they also all preferred doing the MBLAs outside, as opposed to inside. In the whole class interview, Pamela said of the mindfulness and nature project, "it was really great and all, but for me personally, it was hard to concentrate on what you were saying [because of distractions and fidgeting]," but she still thought "it was better to do it outside" (personal communication, 2-8-19). Pamela and William both believed they probably would have been just as distracted by other things in the classroom (personal communication, 2-8-19). Interestingly, not a single student from Class 1 mentioned being more distracted outside. In my own researcher's journal, I definitely noted various distractions such as other classes walking by, younger children screaming on the playground, a cat going by, and someone using a leaf blower across the street, as well as, different children constantly fidgeting with leaves, sticks, etc., sometimes to the point of distracting others, including myself (researcher's journal, 10-9-18, 1012-18, 10-16-18, 10-17-18, 10-30-18, 11-6-18, 11-15-18, & 1-16-19). However, even being distracted by the elements of nature was also a way of interacting and engaging with nature. One student, William, also noted that he was still listening (to me/the lesson) while fidgeting (personal communication, 2-8-19). Weather. A few students from both classes also said they did not like doing the MBLAs outside in certain weather conditions; for example, when it was too cold, too hot, or too wet (Laney, Jenna, Finn, & Kevin, personal communication, 2-8-19; Jacob, post-survey, 2-12-19). MINDFULNESS AND NATURE 87 Too many people. With the younger class, which was also more than twice as large as the older class, both teachers and many students agreed that most of the lessons probably would have been more successful, that students would have participated more fully, if they had been done in smaller groups (either splitting the class in half, or even less), as is typical for most Montessori lessons (Ms. Allison & Ms. Lindsay, personal communication, 2-12-19; Mary, Jennifer, Jacob, Carrie, Drew, personal communication, 2-8-19). However, Ms. Allison thought that some MBLAs were better suited to larger groups, especially those with mindful games and the smell and leaf matching activities, for instance (personal communication, 2-12-19). Too much sitting and talking. There were some complaints about the length of MBLAs or certain parts of lessons and activities. On the post-project surveys (2-19-19), Laney said that "sitting" was her least favorite part of the project; Jenna's least favorites were "the parts where we basically just talked a lot"; and, Andrea said she did not enjoy the lessons and activities because she "like[s] to be active." Pamela also conveyed she only sometimes enjoyed the lessons and activities because "they took time out of my work" (student survey, 2-19-19). And, there were days which I felt the lessons went too long, I did too much talking, and/or students were not as engaged in discussion parts (researcher's journal, 10-30-18, 11-16-18, & 11-29-18). I think it is important to note, also, that there were several conflicting responses of Class 2 students, between those given during the whole class interview and those written on post-project questionnaires (which were completed 11 days later). Based on survey and group interview responses, it appeared that most students preferred the more physically active and engaging activities, primarily the mindful senses MBLAs, the mindful games, and mindful movements (personal communication, 2-8-19; student surveys, 212-19 & 2-19-19). Ms. Lindsay (personal communication, 2-12-19) said she thought the MINDFULNESS AND NATURE 88 younger children especially needed and preferred the active lessons, while the older students could more easily grasp the deeper concepts and engage further in the discussions. This idea aligns with Montessori's theories of child development, moving from concrete to abstract understanding. Though, as mentioned above, some older students still noted more preference for active, sense activities, and less for sitting and talking in their post-project surveys. The student journals also reflect more engagement with the earlier lessons (through about lesson 8 and 9, Mindful Movements 1 & 2), as entries in the journals dramatically tapered off after that point. However, from mid-November on was also the same time frame the elementary classes got very busy with a school play production, and the holiday season started with Thanksgiving break, followed by winter break, so that likely had an influence on the journal participation, as well. Montessori influence As was briefly mentioned above, the Montessori-trained lead teachers of these classrooms both already placed importance on helping students develop strong social skills, personal self-care, and appreciation and care for the environment. Those are features of Montessori elementary education, in the Peace curriculum, Grace and Courtesy lessons, and part of Cosmic Education. So, the MBLAs that I did with the classes was not unfamiliar to all of them. Rather, they were able to build on foundations that most of the students already had from coming up in the Montessori school. And, they provided more tools and skills for the students to use in their daily lives, at home, at school, and elsewhere. Ms. Allison (personal communication, 2-12-19) described how she especially appreciated "the way that you've integrated, like, so many things" into the mindfulness sessions, including "being happy and appreciative and optimistic, but also, you know, the science behind certain things . . . the time in nature . . . the coping strategies . . . good communication skills . . . knowing what you are feeling" and "the ability and MINDFULNESS AND NATURE 89 the skills to apply those to your peer relationships." She continually referenced how these MBLAs aligned with the Montessori philosophy and methodology, and she hopes to continue something like this project on her own (Ms. Allison, personal communication, 2-12-19). In fact, all three teachers made similar comments about the value and their desires to incorporate and continue comparable mindfulness and nature lessons and activities, and more variety of activities outside, in their future teaching. Conclusion From the analysis of the data, it is clear that this series of MBLAs conducted in outdoor natural settings at this Montessori school did in fact positively impact not only the majority of these elementary children and their classroom communities, but also many adults involved with them: the teachers, parents, and me, the researcher. A similar progression appears to have occurred in these students and their communities to what Greenland (2016) described from mindful practices: changing attention or awareness led to changed emotions and consciousness, which also led to changes in speech, actions, and relationships. Furthermore, by changing the conversation, raising awareness and cultivating consciousness, and taking mindful action to nurture peaceful relationships at the levels of the self, others, and the wider natural environment, multiple features of all six dimensions of wellness (physical, cognitive, emotional, social, spiritual, and environmental) were affected favorably. Certain impacts noted in the data, namely the changed language and the use of some of the techniques and practices, were undoubtedly introduced by the mindfulness-based curriculum. Likewise, some of the changes in environmental awareness and changed activities and engagement with nature were unmistakably impacted by doing the MBLAs outside in a natural environment. However, because so many of the described impacts in this study have been MINDFULNESS AND NATURE 90 documented in research as effects of mindfulness as well as of nature, it is not clear precisely how much of the impact came from the MBLAs themselves versus the location of them being in natural outdoor settings, nor if or to what degree the impacts may have been strengthened by the combination of the two. Nevertheless, the wellness of participants in this Mindfulness and Nature study was noticeably improved, as demonstrated by the extensive data and qualitative analysis. MINDFULNESS AND NATURE 91 Chapter 5: Recommendations and Implications Summary of Findings Based on thorough analysis of student and teacher surveys, student journals, class interviews, teacher interviews, and teacher observations, it was evident that there were several impacts on individual students' self-regulation, their pro-social behaviors, environmental ethics or relationship to nature, and the overall classroom culture from doing mindfulness-based lessons and activities (MBLAs) outside in a natural setting. The impacts revealed were largely positive, though they affected different individuals and the two classes in diverse ways and to varying degrees. The main themes that came out of the data were Changing the Conversation; Raising Awareness, Cultivating Consciousness; and Taking Mindful Action-Nurturing Peaceful Relationships. Changing the conversation referred to a change in not just the vocabulary used and subjects discussed, but also the structure of speaking and listening-students became more deliberate in their communication-as a result of participating in this study. Awareness was raised on three different levels: of the self, others, and the environment or nature. At the individual level, there was increased awareness of their own bodies, their brain functions, and how thoughts, emotions, breathing, and movements can be regulated and used for coping with stressful situations. Students' consciousness and understanding of the concepts of mindfulness and meditation, and their possible benefits to not only themselves but their wider communities also expanded. Data further documented an increase in awareness of the environment or nature for many students. Teachers and students thought being in nature was an ideal place to practice mindfulness, and some students voiced a need to spend more time outside. And, the change MINDFULNESS AND NATURE 92 from the classroom to outdoor natural environment settings was reported to help the children think in a new way, as well as to feel more peaceful and happier. The language, ideas, and techniques of the MBLAs provided both the students and teachers with an expanded tool box for mindful action in their daily lives and for ones' self, others, and nature. Multiple individual students developed greater self-care, self-regulation of emotions, and/or improved impulse control. At the community level, there were reported improvements in both prosocial behaviors and the overall classroom culture, including people being more mindful of each other and their work and fighting less. The older students (Class 2) spoke mostly about changes around conflict resolution (and prevention), while the younger students (Class 1) described more of a change in the overall feel of their community (nicer and more peaceful). Similarly to the improvements to previously cooperative classroom communities, despite most students already having a positive environmental ethics and connections with nature, data verified improvements in relationships with nature, treatment of nature, and experiences of nature. Changes in students' attitudes and behaviors demonstrated increased environmental awareness and stewardship or conservation ethic. Students and teachers reported children enjoying nature more after participating in the MBLAs outside. And multiple sources confirmed that at least some students experienced new ways to be in nature: quiet, still, observing, connecting, and reflecting. The vast majority of students and all three teachers thought it was better to do the MBLAs outdoors versus in the classroom (except in cases of more extreme weather). The teachers were also positively affected by the MBLAs, through simple enjoyment of the lessons and activities and getting to be outside, recollection of and inspiration to further pursue personal goals, and help with teaching values and skills they were already working on to MINDFULNESS AND NATURE 93 improve their students' social, emotional, and spiritual development and the overall classroom community. As the researcher and teacher of all the MBLAs, I too personally enjoyed participating in the lessons, activities, and being outside; experienced increased feelings of happiness after certain sessions especially; gained a better understanding of what kind of lessons and activities different ages of children respond best to; and came up with possible improvements to this kind of program. Moreover, I feel more confident and committed to sharing the results of my research and helping initiate similar programs elsewhere. In addition, based on my analysis of the data, numerous potential reasons were identified for determining whether impacts of this Mindfulness and Nature program were more positive or negative. Various positive influences on the receptivity of and beneficial impact for students were: teachers' interest, enthusiasm, and engagement with the lessons and content, and their subsequent motivation to apply the concepts and practices in class; students' love of or connection to nature (and thus enjoyment of being outdoors in nature, as well as later association between mindfulness and care for and/or experience of nature); and students' recognition of relevance and applicability of mindfulness to their own lives. Hindrances or barriers to students receiving benefits from the program included: being too distracted and/or hyperactive to pay attention to lessons, discomfort in the natural setting/s, and negative perceptions of the MBLAs (such as not enough physical activity and engagement, or loss of work time on class assignments). The MBLAs cannot be talked about in isolation of the context in which they took place. For the teachers and many of the students, various aspects of the MBLAs that I did with the classes were not entirely unfamiliar. Rather, they were able to build on foundations (personal MINDFULNESS AND NATURE 94 self-care, social skills, and appreciation and care for the environment) that most of the students already had from coming up in the Montessori school. The concepts, language, skills, and tools from the MBLAs were undoubtedly used-they were learned not just from the lessons themselves, but by their application and practice outside in nature, in the classroom, with their peers, at home with parents and siblings, and in other settings important to the students, such as extracurricular activities. And, the natural setting of the MBLAs definitely had an impact, beyond simply the content of the mindfulness-based curriculum, on students' (and teachers') receptivity, interest, enjoyment, and overall experience of the entire Mindfulness and Nature project. Recommendations While Montessori school children (and their teachers) may be especially receptive to mindfulness concepts and activities because of the similarities to ideas and practices already integrated into Montessori education, these types of MBLAs may be most beneficial in traditional public school settings, which don't follow Cosmic Education, nor necessarily have any peace curriculum or Grace and Courtesy lessons already in place. Overall, based on the markedly positive impacts from this Mindfulness and Nature project on the students, classrooms, and even teachers, I would highly encourage all schools and teachers to introduce a similar program, or to at least try to incorporate more mindfulness and nature into their own schools. Many factors are necessary in order for an outdoor mindfulness-based program to be successful. There are numerous elements of the program itself that need to be decided upon and arranged ahead of time: the instructor/s who will teach or lead the MBLAs; the content of the curriculum, time, duration, and location/s of the MBLAs, as well as the size of groups participating in them; and how the concepts and practices will be integrated into the rest of the MINDFULNESS AND NATURE 95 classroom and possibly wider school environment. My researcher's reflective journal and detailed log I used after each of the mindfulness-based sessions, along with feedback from both the students and teachers in my study provided me with many ideas for future implementation of MBLAs in outdoor settings. I discovered multiple things that I would do differently, as an independent leader of MBLAs in other teachers' classrooms, as well as if it were in my own classroom. I will now lay out several recommendations I would give to other teachers and schools wanting to initiate a comparable program or study, following the numerous elements listed above. Who? There are basically two main options of who could teach the MBLAs, the classroom teachers or some other instructor. After being a full-time elementary classroom teacher myself, I recognize the intense pressure involved in balancing all the different curricular area requirements, as well as planning, grading and evaluating work, record keeping, and meetings, among many other demands of teachers. I know I often felt strapped for time "to fit it all in," and so I understand that many teachers may view instituting this type of mindfulness project, not to mention doing these lessons and activities outside, with their classroom as an additional burden or stress. For that reason, it may be preferable to have someone else teach these MBLAs, similar to other specials teachers, such as music, art, library, and physical education (P.E.) instructors. On the other hand, a teacher implementing it in their own classroom would have the most freedom and flexibility to really fit the program to their (and their students') needs and their schedule. If an outside person is going to teach the MBLAs, to have most effective participation of students, it is essential to have buy-in and support from the teacher/s and administration of the school. It would be advantageous to have a thorough meeting (or series of meetings) ahead of time to help determine how the program will be implemented, show MINDFULNESS AND NATURE 96 planned curriculum (lessons and activities) to the teacher/s and learn what they have already discussed and done in class, to both reference, build upon, and substitute or supplement activities when necessary, as well as to provide the teacher/s with discussion topics, and possible followup activities they could incorporate into their regular academic curriculum/lessons and to otherwise improve the classroom community. What? There are many mindfulness-based curricula, books, and activity card sets that have already been developed and are easily available for anyone to use. As I explained in the methods chapter, I primarily relied on the MindUp curriculum, which is geared to use by classroom teachers, and provides pre- and post-lesson activities and suggestions for links to multiple curricular areas, as well as background information for the teachers. However, I also drew from many other sources for the actual lessons and activities that I used (See Appendix A for more details). I think the progression of concepts and lessons I followed was a logical one, from background info and practicing focusing mindfulness of the senses, to movement, to emotions and thoughts, to attitude and perspective, and finally taking action mindfully. As for which specific activities to do, each teacher will want to decide, especially depending on the age level of their students, their attention spans, their needs and their interests. For younger children, I would definitely recommend more physically engaging activities, games, and movement. Older children will likely be able to delve a bit deeper into discussions and stay engaged in longer sitting or stationary visualization and meditation activities. Based on the feedback I received from both age groups, I suggest trying to balance sitting and physical activity. One option could be alternating between more active and more relaxing sessions. For individual sessions, I suggest getting into a good rhythm of: quiet, calm breathing in the beginning; providing a brief introduction to the topic of the lesson, often with some MINDFULNESS AND NATURE 97 information about brain/body connection (though sometimes it is better to give that after the activity); followed by doing the more physically active and engaging activity, and/or introducing a mindfulness-based practice or technique; ending with reflection time and journaling. In general, try to limit sitting and talking for lengthy periods, unless of course the students are really enjoying a discussion or do seem truly engaged in a longer guided meditation-type activity. In addition, to maximize the impact on environmental wellness, I have some other specific recommendations. I suggest incorporating direct contact and mindful observing of nature in every session, after the initial lessons focused on using each sense mindfully have been completed. This could just be during the mindful breathing, but could also expand into the sit spot idea, allowing children to return to their own chosen spot to sit and quietly observe with (almost all) their senses for a few minutes (within parameters, and depending on the outdoor space available). Teachers should also consider allowing children to have either designated natural objects or items to handle, or at least a designated time segment to do so, during each lesson-give them something to hold that is ok! That will also help the students who really need to fidget with something all the time; for others, that may be too distracting, so teachers will have to make those calls. Whenever it is appropriate, nature can not only be the setting for lessons, but also part of the topic of discussion and activities themselves. Furthermore, I recommend offering at least one journal prompt option that relates to environmental awareness, nature connection, or environmental ethics after every lesson, which is something that I tried to do as much as possible in this research study. When and how long? Timing and scheduling can be difficult to decide. There are so many variables that must be considered. Ideally this kind of curriculum and program could be stretched out over a full semester, or even over the entire school year, if augmented. Spreading MINDFULNESS AND NATURE 98 out the many beneficial activities and mindfulness techniques introduced would allow for shortened sessions (approximately 45 minutes, including time to get to and from classrooms) once per week, so that students do not sit through too long of sessions, and less time would be taken away from doing other work. Giving a week between lessons would also permit more time for students to process the concepts, practice the new techniques on their own, and reflect in their journals about their thoughts and experiences before another session. To keep the continuity, flow and progression of lessons, I would suggest having a general plan to aim for having MBLAs at a certain time and day each week, but also advocate for flexibility of scheduling when possible. If you want to have all sessions outside, you need to have some willingness to adjust for weather changes. And, flexibility would allow for more time for certain sessions with activities that may take longer, i.e. some of the larger group games. Where? Finding an appropriate outdoor natural area that can accommodate whole class MBLAs may be challenging at many schools. Having a range of outdoor space options is beneficial to allow for some variety, depending on the needs of the lesson, group size, or weather, as well as to experience an assortment of habitats. Ideally, the MBLAs could be held in what researchers have found the most pleasant and preferred natural environments to most people, which are also the most biologically diverse areas and those with a combination of open space, a water feature, and trees (Louv, 2008). Being able to listen to the sounds of nature was a very common reason given for enjoyment of doing the MBLAs outdoors, so an area that minimizes man-made sounds and other distractions and allows for focus on natural sounds would likewise be preferable. For certain activities, larger spaces are also needed, such as for mindful walking and some of the games, so an open grassy area, such as a school yard, would be appropriate for those lessons. MINDFULNESS AND NATURE 99 Size. In general, it was much easier to manage smaller groups. Also, you are likely to get more participation and concentration with fewer students. Thus, if the classes are over 20, I would suggest splitting the class in half for MBLAs outdoors. However, as was mentioned in the findings chapter, some activities were better suited to large groups, and some of the topics of lessons that center around mindful behaviors that affect the community are good to discuss as a whole class. Consequently, if flexibility was possible for that school setting, they could have larger groups for lessons with more active mindfulness games and such, and smaller groups for more relaxing sessions, lessons and activities that require more focused attention, and some discussions. How? To ensure true integration of the MBLAs into the classroom and school, once again requires teacher and administrative backing. Ideally, participation and/or follow-up assignments, such as journal entries, could count towards academic credit, too, so that administrators, teachers, and students don't see mindfulness time as taking away from instructional time and school work, but rather as complimentary to, and further subject matter for academic pursuits. I do highly recommend utilizing student mindfulness and nature journals, as they provide an opportunity not only to record observations, but they also help students recognize and reflect on applications of mindfulness in their daily life. The mindfulness teacher could also encourage more incentive for students to use the journals by: asking students to bring journals out to lessons each time; giving time for students to share reflections from previous week/s, and when possible providing time during mindfulness sessions to use the journals for reflection for a few minutes before going back inside. If time for MBLAs is more limited, classroom teachers could perhaps provide a separate time in class to allow children to share and/or discuss the past week's journal entries before new lessons. MINDFULNESS AND NATURE 100 In closing, as schools have so much influence in children's development, being the primary place children spend most of their waking lives and providing so much instruction and direction, it is imperative that every school recognizes its responsibility in helping to nourish all elements of children's wellness. The areas that seem to be the most lacking (at least in traditional public schools) are the areas of social, emotional, spiritual, and environmental wellness. Seeing the impact that this Mindfulness and Nature study had on participants' relationships with themselves, others, and nature, affecting their emotional, social, spiritual, and environmental wellness, it follows that more schools should also implement this kind of program. Hopefully, the impact will spread beyond their classrooms, and help these children to grow into adults with a higher level of wellness, and with greater abilities to solve the many problems facing humanity and the Earth, and thus help improve the wellness of our whole world. Implications for Future Research While there is a growing body of research on mindfulness in school settings, and on the benefits of nature interaction and exposure for children (as well as the detriment of nature deficit disorder), this was the first study of which I am aware that explicitly sought to explore the impacts of conducting a series of mindfulness-based lessons and activities outdoors in a natural setting with elementary children. In addition, there were numerous limitations to this study that provide impetus for future research. This "Mindfulness and Nature" study was conducted in a private Montessori school, with only two elementary classes, in which the majority of the students had already been exposed to many of the concepts and even some of the types of activities that were used in the mindfulness sessions. Most of the student participants also already had a relatively compelling positive environmental awareness and ethic before beginning the study. And, there were numerous teaching staff changes in both classrooms over the duration MINDFULNESS AND NATURE 101 of this study. Thus, there is reason for further research combining mindfulness-based curriculum or programs and the outdoors or nature, in a variety of types of schools (traditional public schools, other Montessori schools, other types of private schools), with a range of ages, and of children with more diverse levels of pre-project environmental ethics. And, if at all possible, in classrooms with more consistency of staff throughout the entire research study. Some other possible directions for future research would be to look at the difference between having an outside instructor lead the MBLAs, as opposed to the classroom teachers (which would require some additional training and dedication for the teachers). It could also be interesting to compare doing the same mindfulness curriculum with one (or more) class inside, and one (or more) class outside in natural settings, to determine more explicitly what kind of, if any, differences there may be in impacts from the physical setting (especially the outdoor natural environment) of the program. Changing the duration of mindfulness sessions, as well as of the total curriculum or program (to shorter sessions, fewer or greater number of sessions, stretching the program out over the course of a full semester, or even an entire school-year) would also provide additional insight into which types of outdoor mindfulness-based programs provide the most efficacy or greatest positive impacts. Furthermore, it would be beneficial to research the long-term impacts from mindfulness-based programs conducted in nature, to see what the lasting power is of some of the effects on children's awareness, communication and relationships, environmental ethics, and behaviors as they grow older. Prospective inquiries could also measure impacts on academic performance and physical health of students, which were not addressed in this study. Last, based on the relevance of this type of research to systems-based wellness theory, I urge future researchers to incorporate the best available methods, qualitative MINDFULNESS AND NATURE 102 and quantitative, to measure all six dimensions of wellness, as well as possibly a holistic total wellness score, in their studies. Conclusion At this time in history, when our world is confronting so many intensifying health, social, and environmental problems described earlier, we can no longer afford to merely try to cure the symptoms of our problems with technology and laws; we need to work on solving the root causes-our thought patterns, emotions, and values that influence our behaviors and actions towards ourselves, others, and the environment or nature. Mindfulness and nature may just be at the heart of the solution to all the problems we face. While I certainly encourage further exploration in this area, my Mindfulness and Nature research with these elementary students helped to substantiate that mindfulness and nature both reach those root causes and affect them in positive ways, increasing wellness in all its dimensions. We could really use intensified effects of both mindfulness and nature, for the wellness of all. Counseling and some other health professionals already recognize this fact and are including both in Ecotherapy and the Japanese wellness science of Shinrin-Yoku as part of treatments. But, it is time to also include mindfulness and nature together in education, as preventative (and enjoyable!) measures, allowing the compounded health benefits, skills, techniques, and positive values to become incorporated into the minds, hearts, and lives of children from an early age, so that they can take better care of themselves, others, and nature. I believe if raised in this way, children would lift humanity to its highest potential: living in peace and harmony, not only among ourselves, but also with the rest of non-human life and our Earth itself. What higher potential could there be than to help all life, in all its amazing diversity, thrive in its healthiest and happiest state? 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Coyote's guide to connecting with nature. 2nd ed. Shelton, WA: OWLink Media. MINDFULNESS AND NATURE 112 Appendices Appendix A: Curriculum, Activities, and Sources for MBLAs Theme Unit I: Getting Focused Table 1. Mindfulness-based curriculum used in this research project Session Content 1 2 3 Unit II: Sharpening Your Senses 4 5 6 7 8 9 *Added by researcher 10 *Added by researcher 11 Unit III: Perspective and Attitude 12 *14 15 Source/s Introduction to Three Layered Brain (fist model) and ‘How Our Brains Work,' focused on three main areas: Amygdala, Hippocampus, and Prefrontal Cortex (PFC) Mindful Awareness: practicing focusing on sounds, definition of mindfulness, and discussion of mindful vs. unmindful actions/behaviors Focused Awareness: The Core Practice (of mindful breathing, using a sound signal), neurons and neuroplasticity Mindful Listening: The Reticular Activating System (RAS)- attention focusing center, guessing ‘Mystery Sounds,' and using ‘Deer Ears' MindUP (with influence from Choose Love) Mindful Seeing: closely observing leaf ‘specimen' (first in silence, then describing in notes/to a partner, then trying to find in mixed pile) Mindful Smelling: smell and memory centers close in the brain; Dopamine ‘feel good' chemical, and smell matching activity ("Peppermint Beetle") Mindful Tasting: power of mind (lemon visualization), more on neurotransmitters (Dopamine, Serotonin, and Norepinephrine), and mindful eating activity Mindful Movement 1: heart (muscle, organ, and brain connection) fist model, find pulse and calculate heartrate before and after various physical activities and breathing practices, and discuss cortisol (stress hormone) Mindful Movement 2: finding personal limits, practicing various balancing poses (& other yoga poses), mindful walking activities, and discuss shared neural networks of executive function and emotional response (mindful activities balancing and strengthening both) Mindful Movement 3: practice more balancing poses (with visualization), practice 10 Mindful Movements, more mindful walking, synchronized and group/coordinated movements, and (with one class) body scan and tense and release body activities Awareness of Sensations vs. Emotions vs. Thoughts: practice shifting awareness from physical sensations (sometimes called feelings) to reactions to them (emotions, also called feelings, and thoughts) using several activities Perspective Taking: story of Six Blind Men and the Elephant, viewing pictures with multiple images/views, discussion of nonjudgmental aspect of mindfulness and PFC control MindUP (modified) Choosing Optimism: glass half empty vs. half full activity, more neuroplasticity and benefits of optimistic thinking on amygdala/PFC, dopamine and cortisol levels, and positive intentions Appreciating Happy Memories/ Inner Movie Theater/Safe, Happy, Special Place: Dopamine released even from memories of happy times, practicing making mini-movie/inner movie of actual happy memory, also imagining a place MindUP, MG, MK, BLB, & JB MindUP, Sitting Still Like a Frog (SSLF) MindUP & Planting Seeds (PS) MindUP & Coyote's Guide (CG) MindUP & Project Learning Tree (PLT) K-8 Guide MindUP, Growing Up Mindful (GUM), & Happy Teachers Change the World MindUP, Breathe Like a Bear (BLB), & Just Breathe (JB) MindUP, SSLF, CG, JB, GUM, & This Moment is Your Life Mindful Kids (MK), Mindful Movements, Mindful Games (MG), & SSLF MG, SSLF, BLB, & Meditation is an Open Sky (MOS) MindUP, JB, & MG MindUP, SSLF, MOS, & JB, MK MINDFULNESS AND NATURE Unit IV: Taking Action Mindfully *13 Expressing Gratitude: practicing sharing gratitude and listening mindfully, discussing how gratitude affects Parasympathetic nervous system, alertness, enthusiasm and determination 113 MindUP, CG, MG, & JB 16 Performing Acts of Kindness/Heartfulness: practice compliment MindUP, SSLF, MG, BLB, circle, ask questions about kindness (THINK), and practice & JB different techniques of kind thoughts and actions 17 Taking Mindful Action in the World: Empathy, mirror neurons, MindUP, PS, SSLF, MG, and compassion (for wider circle/ interconnectedness), & JB visualizing ‘Wishes for the World,' and brainstorming mindful acts to help others and/or the Earth *The Gratitude lesson was given as lesson 13, due to the timing-right after Thanksgiving break. Sources used: (in order of most prevalence) MindUP Curriculum, Grades 3-5 (by The Hawn Foundation) Just Breathe (by Mallika Chopra) Mindful Games Cards (by Susan Greenland) Sitting Still Like a Frog (by Eline Snel) Breathe Like a Bear (by Kira Willey) Mindful Kids Cards (by Whitney Stewart & Mina Braun) Coyote's Guide (by Jon Young, Ellen Haas, and Evan McGown) Planting Seeds (by Thich Nhat Hanh) Meditation is an Open Sky (by Whitney Stewart) Growing Up Mindful (by Christopher Willard) Happy Teachers Change the World (by Thich Nhat Hanh and Katherine Weare) This Moment is Your Life (by Mariam Gates) Project Learning Tree (PLT) K-8 Guide Choose Love Movement Enrichment Program, Grade 5 (by the Jesse Lewis Choose Love Foundation) MINDFULNESS AND NATURE Appendix B: Photographs of Natural Outdoor Settings for MBLAs 114 MINDFULNESS AND NATURE 115 Appendix C: Student Pre- and Post-Project Questionnaires Pre-Project Questionnaire: 1. At your home do you have natural outdoor space/s (a yard or larger piece of land)? (check ONE appropriate response) ___ Outdoor space with trees and grass ___ Outdoor space with grass ___ Outdoor space without grass or trees ___ No outdoor space Any additional information you would like to add about your home outdoor environment: ______________________________________________________________________________ ______________________________________________________________________________________ 2. Approximately how much time do you spend outdoors when you are home? (check ONE appropriate response) ___ Never ___ Rarely (less than once a week) ___ Sometimes (once or twice a week) ___ Often (three or four times a week) ___ Very Often (daily) 2b. If you do, please describe how you typically spend your time outdoors: ___________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. Do you have any pets? ___ Yes ___ No 3b. If yes, what are they and how many? ______________________________________ ______________________________________________________________________________________ 4. Which of the following activities have you done in the past year? (Check all that apply.) ___ Bird watching ___ Nature walking/hiking ___ Gardening ___ Horse riding ___ Read books/online about nature ___ Fishing ___ Watch nature TV shows ___ Hunting ___ Visit parks/countryside/beach ___ Watching wildlife ___ Nature/environment/outdoors club* ___ Visit zoo/aquarium *if in a club, please name/describe: ___________________________________________ 5. Have you ever done any of the following? (Please check all that apply, and indicate if you have done the activity only once, 2 to 3 times, 4 to 5 times, or 6 or more times) ___ Yoga ______________________ ___ Meditation _____________________ ___ Mindfulness activities (what kind/s & how often?)____________________________ MINDFULNESS AND NATURE 116 On a scale from 1 (strongly disagree) to 5 (strongly agree), please indicate how much you agree or disagree with the following statements: 1 2 Strongly Disagree Disagree 3 Not Sure 4 Agree 5 Strongly Agree 1. People are supposed to rule over the rest of nature. ___ 2. My behavior and actions can affect nature/the environment. ___ 3. If I ever have extra money, I will give some to help protect nature. ___ 4. I would like to sit by a pond and watch dragonflies. ___ 5. People have the right to change the environment (nature). ___ 6. I often feel a sense of oneness with the natural world around me. ___ 7. Building new roads is so important that trees should be cut down. ___ 8. I would help raise money to protect nature. ___ 9. I always turn off the light when I do not need it anymore. ___ 10. I like a grass lawn more than a place where flowers grow on their own. ___ 11. I like to go on trips to places like forests away from cities. ___ 12. Because mosquitoes live in swamps, we should drain the swamps and use the land for farming. ___ 13. I try to tell others that nature is important. ___ 14. I try to save water by doing things like taking shorter showers or by turning off the water when I brush my teeth. ___ 15. To feed people, nature must be cleared to grow food. ___ 16. I like the quiet of nature. ___ 17. Weeds should be killed because they take up space from plants we need. ___ 18. I often feel a kinship with animals and plants. ___ 19. I have talked with my parents about how to help with environmental problems. ___ 20. I bring home bugs, plants, and/or other items from nature I find outside. ___ 21. I do NOT worry about environmental problems. ___ MINDFULNESS AND NATURE 117 22. It makes me sad to see houses being built where animals used to live. ___ 23. I think of the natural world as a community to which I belong. ___ 24. I get angry about the damage pollution does to the environment. ___ 25. I worry about animals becoming extinct. ___ 26. I pick up my own and other trash off the ground and throw it away. ___ 27. I would spend time after school working to fix problems in nature. ___ 28. People polluting water can hurt the water cycle process. ___ 29. Plants and animals are NOT important to people. ___ 30. I often feel separate from nature. ___ 31. I feel as though I belong to the Earth as much as it belongs to me. ___ 32. I feel that all inhabitants of Earth, human and nonhuman, share a common ‘life force.' __ MINDFULNESS AND NATURE 118 Please fill in the blanks to answer the following questions as best you can. 1. Please list and/or describe any environmental problems you are aware of: ____________ __________________________________________________________________________ __________________________________________________________________________ 2. Do you believe any environmental problems affect you directly? Yes or No 2b. If so, please describe/explain: _______________________________________________ __________________________________________________________________________ 3. Please describe any activities or practices that you or your family engage in to help the environment/nature: _______________________________________________________ ___________________________________________________________________________ 4. Please describe how you feel about nature: _____________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5. Please describe how you view your relationship with/to nature (for example, are you separate from it, part of it, connected to it in some way, or some other relationship): ___________________________________________________________________________ ___________________________________________________________________________ 6. What do you think of when you hear the word ‘mindfulness'? ______________________ ___________________________________________________________________________ 7. What is ‘meditation'? ______________________________________________________ ___________________________________________________________________________ 8. Why do you think people practice mindfulness and/or meditate? ____________________ ___________________________________________________________________________ 9. Do you think mindfulness and/or meditation could help you? Yes or No 9b. If so, how? If not, why not? ______________________________________________ __________________________________________________________________________ Thank you for completing this survey! MINDFULNESS AND NATURE 119 Post-Project Questionnaire: 1. Approximately how much time do you spend outdoors when you are home? (check ONE appropriate response) ___ Never ___ Rarely (less than once a week) ___ Sometimes (once or twice a week) ___ Often (three or four times a week) ___ Very Often (daily) 1b. If you do, please describe how you tend to spend your time outdoors: _____________ _______________________________________________________________________ _______________________________________________________________________ 1c. Any additional comments about changes since you began participating in Mrs. Liz's Mindfulness and Nature project (doing mindfulness-based activities in an outdoor natural environment at your school): _____________________________________________ ________________________________________________________________________ 2. Which of the following activities have you done since you began participating in Mrs. Liz's Mindfulness and Nature project? (Check all appropriate responses) ___ Bird watching ___ Nature walking/hiking ___ Gardening ___ Horse riding ___ Read books/online about nature ___ Fishing ___ Watch nature TV shows ___ Hunting ___ Visit parks/countryside/beach ___ Watching wildlife ___ Nature/environment/outdoors club* ___ Visit zoo/aquarium *if in a club, please name/describe: ___________________________________________ 3. Have you done any of the following activities (besides during mindfulness lessons) since you began participating in Mrs. Liz's Mindfulness and Nature project? (Please check all that apply, and indicate if you have done any activity only once, 2 to 3 times, 4 to 5 times, or 6 or more times) ___ Yoga ______________________ ___ Meditation _____________________ ___ Mindfulness activities (what kind/s & how often?)____________________________ ________________________________________________________________________ MINDFULNESS AND NATURE 120 On a scale from 1 (strongly disagree) to 5 (strongly agree), please indicate how much you agree or disagree with the following statements: 1 2 Strongly Disagree Disagree 3 Not Sure 4 Agree 5 Strongly Agree 1. People are supposed to rule over the rest of nature. ___ 2. My behavior and actions can affect nature/the environment. ___ 3. If I ever have extra money, I will give some to help protect nature. ___ 4. I would like to sit by a pond and watch dragonflies. ___ 5. People have the right to change the environment (nature). ___ 6. I often feel a sense of oneness with the natural world around me. ___ 7. Building new roads is so important that trees should be cut down. ___ 8. I would help raise money to protect nature. ___ 9. I always turn off the light when I do not need it anymore. ___ 10. I like a grass lawn more than a place where flowers grow on their own. ___ 11. I like to go on trips to places like forests away from cities. ___ 12. Because mosquitoes live in swamps, we should drain the swamps and use the land for farming. ___ 13. I try to tell others that nature is important. ___ 14. I try to save water by doing things like taking shorter showers or by turning off the water when I brush my teeth. ___ 15. To feed people, nature must be cleared to grow food. ___ 16. I like the quiet of nature. ___ 17. Weeds should be killed because they take up space from plants we need. ___ 18. I often feel a kinship with animals and plants. ___ 19. I have talked with my parents about how to help with environmental problems. ___ 20. I bring home bugs, plants, and/or other items from nature I find outside. ___ 21. I do NOT worry about environmental problems. ___ MINDFULNESS AND NATURE 121 On a scale from 1 (strongly disagree) to 5 (strongly agree), please indicate how much you agree or disagree with the following statements: 1 2 Strongly Disagree Disagree 3 Not Sure 4 Agree 5 Strongly Agree 22. It makes me sad to see houses being built where animals used to live. ___ 23. I think of the natural world as a community to which I belong. ___ 24. I get angry about the damage pollution does to the environment. ___ 25. I worry about animals becoming extinct. ___ 26. I pick up my own and other trash off the ground and throw it away. ___ 27. I would spend time after school working to fix problems in nature. ___ 28. People polluting water can hurt the water cycle process. ___ 29. Plants and animals are NOT important to people. ___ 30. I often feel separate from nature. ___ 31. I feel as though I belong to the Earth as much as it belongs to me. ___ 32. I feel that all inhabitants of Earth, human and nonhuman, share a common ‘life force.' __ MINDFULNESS AND NATURE 122 Please fill in the blanks to answer the following questions as best you can. 1. Please list and/or describe any environmental problems you are aware of: ____________ __________________________________________________________________________ __________________________________________________________________________ 2. Do you believe any environmental problems affect you directly? Yes or No 2b. If so, please describe/explain: _______________________________________________ __________________________________________________________________________ 3. Please describe any activities or practices that you or your family engage in to help the environment/nature: _______________________________________________________ ___________________________________________________________________________ 4. Please describe how you feel about nature: _____________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5. Please describe how you view your relationship with/to nature (?for example, are you separate from it, part of it, connected to it in some way, or some other relationship): ___________________________________________________________________________ ___________________________________________________________________________ 6. What is ‘mindfulness'? ____________________________________________________ ___________________________________________________________________________ 7. What is ‘meditation'? ______________________________________________________ ___________________________________________________________________________ 8. Why do you think people practice mindfulness and/or meditate? ____________________ ___________________________________________________________________________ 9. Do you think mindfulness and/or meditation helps you? Yes or No 9b. If so, how? ___________________________________________________________ __________________________________________________________________________ 10. What goes through your head while participating in mindfulness/meditation activities? ___________________________________________________________________________ ___________________________________________________________________________ 11. Have you noticed any changes in your own or your class community's behavior which may be a result of participating in Mrs. Liz's Mindfulness and Nature project? Yes or No 11b. If so, please describe:__________________________________________________ _______________________________________________________________________ MINDFULNESS AND NATURE 123 12. Have you enjoyed the mindfulness-based lessons and activities with Mrs. Liz? Yes or No 12b. Please explain why or why not: __________________________________________ ___________________________________________________________________________ 13. Please list/describe your favorite mindfulness activities from the project with Mrs. Liz, and give any reasons why they are favorites (if none, please explain why): ____________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 14. Which part of the project did you like the least? Please explain: ____________________ ___________________________________________________________________________ ___________________________________________________________________________ 15. Did you enjoy doing the activities outdoors? Yes or No 14b. Why or why not? _____________________________________________________ __________________________________________________________________________ 16. Do you think that doing the mindfulness lessons and activities in a natural outdoor setting changed your views of or relationship with/to nature? Yes or No 15b. If so, please describe why and/or how. If not, please explain why not:____________ __________________________________________________________________________ __________________________________________________________________________ 17. Any additional comments or suggestions you would like to share with Mrs. Liz: ___________________________________________________________________________ ___________________________________________________________________________ Thank you for participating in this research project and completing this survey! MINDFULNESS AND NATURE Appendix D: Westminster Institutional Review Board (IRB) Approval Form 124 APPROVAL of a thesis/project submitted by Author(s): Elizabeth E. Hill School Department: MED Title of Thesis: Mindfulness and Nature: Impacts with Elementary Children in a Montessori School The above named master's thesis/project has been read by each member of the supervisory committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready to be deposited and displayed in the Westminster College-Institutional Repository. Chairperson, Supervisory Committee: Diana Haro Reynolds Approved On 5/5/2019 9:09:20 PM Dean, School: Dr. Melanie J. Agnew Approved On 5/5/2019 9:59:57 PM STATEMENT OF PERMISSION TO DEPOSIT & DISPLAY THESIS IN THE INSTITUTIONAL REPOSITORY Name of Author(s): Elizabeth E. Hill School Department: MED Title of Thesis: Mindfulness and Nature: Impacts with Elementary Children in a Montessori School With permission from the author(s), the staff of the Giovale Library of Westminster College has the right to deposit and display an electronic copy of the above named thesis in its Institutional Repository for educational purposes only. I hereby give my permission to the staff of the Giovale Library of Westminster College to deposit and display as described the above named thesis. I retain ownership rights to my work, including the right to use it in future works such as articles or a book. Submitted by the Author(s) on 5/5/2019 3:40:31 PM The above duplication and deposit rights may be terminated by the author(s) at any time by notifying the Director of the Giovale Library in writing that permission is withdrawn.