Exploring School-Based Contemplative Neuroscience Practices with At-Risk Early Elementary Students
Journal of Studies in Education April 18, 2025 Jennifer A. Collins
Many children enter kindergarten with attentional, social-emotional, and behavioral difficulties linked to trauma or developmental factors, which impede self-regulation and school engagement. Integrated Multi-Tiered Systems of Support (I-MTSS) are widely used in schools but have not improved outcomes. Contemplative neuroscience shows that practices like breathing, stretching, and gratitude strengthen neural networks for positive mental health, especially during early childhood's heightened neuroplasticity. This paper argues for incorporating these practices into I-MTSS to help at-risk children build self-regulation and resilience. Further studies are needed on mindfulness interventions for self-regulation during early neural development.