Mindfulness in education: The case of Singapore

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.