Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20838
Title: 
Authors: 
Subjects: 
Mindfulness
Education
Schools
Singapore
Asia
Issue Date: 
2018
Citation: 
Khng, K. H. (2018). Mindfulness in education: The case of Singapore. Learning: Research and Practice, 4(1), 52-65. https://doi.org/10.1080/23735082.2018.1428120
Abstract: 
Since the formal introduction of mindfulness-based practices (MBP) into clinical settings in the late 1970s, a growing body of research has demonstrated their benefits in diverse settings, from clinical programs, business and sports, to education. Along with the development of standardized mindfulness-based programs in the areas of clinical therapy, counselling, self-enhancement, and corporate training, standardized curricula for school-based mindfulness have become available, and are gaining popularity around the world. However, the adoption of MBP in schools in Singapore, whether formally or informally, seems to be lagging behind that of counterparts in countries such as Australia, UK, and USA. The current paper describes the current state of mindfulness-in-education in Singapore, focussing on the extent and ways in which MBP are incorporated into the local school setting. Included are also brief introductions to mindfulness, mindfulness in education, and mindfulness-in-education research in Asia. Local research and continuing efforts in the area, as well as challenges and future directions are discussed.
Description: 
This is the final draft, after peer-review, of a manuscript published in Learning: Research and Practice. The published version is available online at http://www.tandfonline.com/10.1080/23735082.2018.1428120
URI: 
ISSN: 
2373-5082
DOI: 
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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