Course Spotlight: Mindfulness & Well-being

As part of our Course Selection: Wellness II resources, the Board of SASS brings to you an in-depth overview of Wellness II: Mindfulness & Well-being (OHSWPA) from the words of the course instructor!

What common goals do your Wellness II students share and strive towards through this course? How do students fulfill these goals and what skills will they gain?

My Wellness II class (Mindfulness & Well-being) introduces students to research-based mindfulness practices, and I have recently been incorporating material and exercises on character strengths as well. I'd say the most common goals for students in my class are managing stress, enhancing their overall well-being, and better understanding themselves.

What makes your Wellness II course unique from the other offerings?

To my knowledge, other Wellness II courses do not have a primary focus on mindfulness, so this core aspect of my class is notable. I am using many concepts and exercises from the Mindfulness-Based Strengths Practice program developed by the VIA Institute on Character (viacharacter.org). I have adapted much of the MBSP content to be suitable for our school and for the structure of Wellness II, and I have also completed training in MBSP to support my teaching.

What is one significant activity students do in a weekly meeting that attests to the goals of the course? 

I aim to make weekly meetings as experiential as possible, with time spent introducing concepts and other didactic content kept to a minimum. We start each meeting with a short opening meditation and end with a similarly brief closing practice. In the middle of most sessions, we do a longer exercise exploring some aspect of mindfulness, character strengths, or the interplay between the two.

What does workload or assignments in your course entail?

The workload for my course is intentionally minimal. Although we explore a large number of exercises and practices during the course, there is very little for students to turn in. Really, the only formal requirements are to attend class and to complete the physical education component. I view the array of practices introduced in my course as a toolbox, and I encourage each student to focus on those exercises they find most relevant or helpful.

What motivates you, as the instructor, to create and/or lead this course?

I have been practicing mindfulness personally and exploring ideas related to both mindfulness and character strengths in my professional work for several decades. It is truly a privilege to be able to share concepts and exercises with students and to encourage them in their own explorations. I hope students completing my course will find some of the content and practices valuable and might choose to continue using them to support well-being and success in their high school studies and beyond.

Is there anything else you would like potential Wellness II students to know?

If the approach of my Wellness II class is of interest, please consider joining us! One key factor supporting a successful mindfulness practice and wellness in general is making the process social—having an opportunity to share challenges and successes and to hear about others' experiences. This factor is built into my course, and I welcome any students who would like to engage with their peers in a shared journey of mindfulness.