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“Our colleagues at Mindful Schools have been highly motivated, engaged, and detailed in their support of our efforts to integrate mindfulness in our K- 12 public school system. Without their committed collaboration, and exceptional programmatic platform, our ability to build a systemic, grassroots mindfulness movement in our district would be greatly hindered. We not only consider the team at Mindful Schools to be an invaluable resource, we also consider them to be colleagues and friends.”
— Michael Coughlin and Pam Walton Napa Valley Unified School District, CA
Build an Intentional and Sustainable Mindfulness Program
We offer group rates and benefits to support schools and organizations. See below for more details. We look forward to hearing from you!
Do you have a group of 5 or more staff interested in training together? Contact us today to start your enrollment process or to learn more about our group programs.
To contact our Group Guidance Specialists, complete the form below or phone 510-879-6370
We don’t share your information, and we thank you for inquiring
Group Enrollment Features
Our Group Rates will be changing on October 1, 2019. The rates below will apply to group registrations made on or before October 1, 2019. Contact us for more information.
Group Rates Receive discounted course rates for schools or organizations training 5 or more staff.
Future Group Savings
After your initial enrollment of 5 or more staff, receive group rates for all future enrollments regardless of size.
Dedicated Group Guidance Specialist
Get a dedicated Group Guidance Specialist to work with you from registration and billing through course completion. We’ll be able to address any questions that arise.
Access specialized resources to help your organization implement and sustain a culture of mindfulness.
Educators may receive up to 3 graduate level credits.
Eligible Mental Health Professionals may receive up to 12 CEUs.
Guidance in Your Enrollment Process
Our experienced Guidance Team will support you through the registration process to ensure your group is enrolled in the course offerings that best meet your specific needs.
“Napa Valley Unified School District has been partnering with Mindful Schools for the past few years, enrolling over 50 employees from various school sites throughout our district. As a group, NVUSD employees have enrolled in Mindfulness Fundamentals, Mindful Educator Essentials, and even the Year Long Certification program. At each step of the process, from enrollment, to participation, to even the nitty-gritty details of discounts and purchase orders, our colleagues at Mindful Schools have been highly motivated, engaged, and detailed in their support of our efforts to integrate mindfulness in our K- 12 public school system. Without their committed collaboration, and exceptional programmatic platform, our ability to build a systemic, grassroots mindfulness movement in our district would be greatly hindered. We not only consider the team at Mindful Schools to be an invaluable resource, we also consider them to be colleagues and friends.”
After a small group of us participated in a class about mindfulness, we wanted to make mindfulness a more deliberate focus for our school. I worked with Mindful Schools to make mindfulness training available to my teachers at Ann Arbor Open School. Fifteen teachers and I participated (over half of our full-time staff). Participants included teachers from all eligible grade levels, Kindergarten through 8th grade, special area teachers (vocal music and physical education/health) and resource room teachers (special education staff).
Sixteen of us participated in Mindfulness Fundamentals within 2 or 3 different cohorts, with a goal of bringing more of us to a full understanding of mindfulness. This was considered step one of our work. A few people went on to take Mindful Educator Essentials: Teach Mindfulness to Youth. Three of us began teaching the Mindful Schools curriculum in our school, beginning in 2013, and expanding in 2014. It is our goal to broaden the number of participating students even more in 2015. This was considered step two of our work. Step three will include offering the Curriculum Course to eligible teachers, and the Fundamentals course to those who have not yet participated.
My work with Mindful Schools helped me reach a better understanding of how mindfulness could be taught to children and profoundly effect the culture of a whole school. My participation in the Fundamentals and Curriculum courses provided me with the framework and language to help me better understand what mindfulness was, how it could impact my own daily life, and how it could positively impact the lives of my staff and students. We needed to seek support at the district level, and then within our parent community. Both the trainings and conversations with leaders at Mindful Schools helped me lead and communicate our efforts in supporting our students’ social and emotional needs. Research is clear that social and emotional learning is key for the creation of a positive school culture, and that academic success is directly connected.
We find that students who are practicing mindfulness are more aware of how to regulate their own thoughts and behaviors. Another significant benefit is the level of empathy we see for others. When a peer or schoolmate is struggling, students who have been taught mindfulness are more likely to offer support.
Experiencing mindfulness firsthand has been a very powerful experience for my staff. It was affirming to watch people go through the first class on their own time at their own pace, and experience how the practice directly impacted their days. We’ve learned that our practice of mindfulness helps to bring ones’ own heart rate down, lessens stress during difficult moments, allows one to reach a place of equilibrium before tackling a challenge, and gives one space to get through strong emotions.
Until you’ve experienced those physical sensations and emotions on your own, and felt the power of bringing oneself into a better sense of calm or clarity, it is very hard to understand. Describing the value of mindfulness is a little like speaking about flying or scuba diving. Unless you’ve had direct experience, no matter how good the description may be, you just don’t fully understand how it feels until you learn how to do it yourself.
“I’m a Superintendent for East Side Union High School District in San Jose, California. We are the largest high school district in Northern California serving 24,000 students. I worked with Mindful Schools to bring mindfulness into my district by providing staff with access to the Mindfulness Fundamentals course, so they can be more healthy and reduce anxiety and stress — and then, bring mindfulness into the classroom to reduce stress in the classroom.
I’m very pleased with the overall quality of the course materials and the level of support that Mindful Schools provides students and graduates. The Mindful Schools group registration process made things extremely easy for me to register my staff in a pilot course this summer. We had absolutely no issues with the 76 staff members who signed up for the Fundamentals course.
Mindful Schools allows all of the reading material and the audio clips to be down loaded to support your on-going personal practice as well as the curriculum for your classroom. It can not get much easier!”
“The response from Vanessa in Admissions has been terrific from registration through where we are right now. We were able to work out an approach to billing that works for our schools. Initially, it was just one high school but now we have added an elementary school as well. We enrolled educators in both schools without a hassle. The group process at Mindful Schools works for teachers and we are able to access pro-d funds from the district with the paperwork provided. It’s easy because access to my Admissions contact allows us to translate the specifics of the program, and speak on behalf of the group in staff meetings. Having a single point of contact makes the day-to-day processes with my cohort easy to manage. It is so helpful to know that we have a relationship with someone committed to assisting us by answering questions that come up from the group on a daily basis as well from monthly staff meetings.”