Creating Safe Spaces: Trauma-Informed Approaches to Mindfulness and Relaxation Practices for Children – Please don’t force children and young people to close their eyes!

Mindfulness practices, such as guided meditations, muscle relaxations, and breathing exercises, have become increasingly popular in schools. With a wealth of research backing the benefits of mindfulness for children, it’s no wonder that many educators and school counsellors have adopted these techniques. Research indicates that mindfulness can help reduce stress, improve focus, and enhance emotional regulation in children, creating a more harmonious and productive learning environment.

However, despite the well-established benefits, there is an important caveat that must be considered. Mindfulness and relaxation practices should not be forced upon children or young people, particularly those who may have experienced trauma. While these practices have the potential to support emotional well-being, they can also inadvertently trigger negative reactions in some students. Therefore, it is crucial that mindfulness activities are approached with care, respect, and a trauma-informed mindset.

The Benefits of Mindfulness for Children

A growing body of research highlights the positive effects of mindfulness and relaxation practices in educational settings. According to the Evidence Based Guidelines for Mindfulness in Schools, mindfulness exercises such as guided meditation and muscle relaxation can enhance children's ability to focus, regulate their emotions, and manage stress. Studies have shown that children who regularly engage in mindfulness practices are more likely to experience improvements in anxiety, depression, and behavioural issues, leading to a more productive and balanced classroom experience.

For example, guided relaxation can help children learn to regulate their nervous systems, enabling them to return to a state of calm when they feel overwhelmed. Muscle relaxation techniques, where children tense and then release specific muscle groups, can reduce physical tension and improve overall body awareness. Mindfulness activities, such as deep breathing or body scanning, help children become more aware of their thoughts and feelings, enabling them to respond to challenges with greater resilience.

Despite the powerful benefits, it is vital that these practices are implemented thoughtfully and responsibly.

The Dangers of Forcing Participation

While mindfulness activities can be beneficial, forcing students to participate—especially in activities such as closing their eyes during guided meditations—can have unintended consequences. For some children, being asked to close their eyes or engage in activities where they feel vulnerable may be triggering, particularly if they have experienced trauma. Children who have experienced adverse childhood events, such as abuse or neglect, may find it difficult to feel safe in environments where they are asked to surrender control over their bodies or senses.

Research has shown that children who have experienced trauma are more likely to have heightened sensitivities to situations that make them feel vulnerable or unsafe. Forcing children to close their eyes during mindfulness practices, for instance, can be retraumatising for those who have faced neglect, physical abuse, or other adverse experiences. This can cause them to become more dysregulated, increasing feelings of anxiety, fear, or even anger. In these cases, rather than benefiting from the mindfulness session, the child may experience a heightened sense of distress.

The Calm Classroom website advocates for trauma-informed approaches when implementing mindfulness in educational settings. Mindfulness should, therefore, always be offered as a voluntary activity, allowing children to decide if and when they are ready to engage.

Using Trauma-Informed Practices in Mindfulness

Trauma-informed practices ensure that mindfulness activities are adapted to the needs of children who may have experienced trauma. It’s crucial for educators and school counsellors to understand that mindfulness practices are not one-size-fits-all. What works for one child may not work for another, and it is essential to offer students options, flexibility, and control over how they engage in these practices.

Here are several key principles of trauma-informed mindfulness:

1. Choice and Autonomy

Allowing children to have choices in how they participate in mindfulness activities is fundamental to creating a sense of safety and empowerment. Children who have experienced trauma often have had their sense of control stripped away, which can make them feel helpless or vulnerable. By offering choices—such as whether to close their eyes, sit comfortably, or participate in a different form of relaxation—children can engage with mindfulness on their own terms. This approach supports autonomy and fosters trust in the process.

2. Non-Compulsory Participation

It is essential that mindfulness activities are voluntary. Forcing children to take part in activities they are not comfortable with can lead to further dysregulation. Instead, encourage participation through gentle invitations, such as: “Would you like to join us for a few minutes of relaxation? You can choose how you'd like to engage.” For those who are not ready, allow them to observe or participate in alternative calming activities, like drawing or listening to music. Keeping the invitation open allows children to feel in control of their experience, reducing feelings of pressure or anxiety.

3. Be Aware of Signs of Trauma

Educators and counsellors should be trained to recognise signs of trauma in students. Symptoms such as hypervigilance, emotional outbursts, withdrawal, or difficulty focusing may indicate that a child has experienced trauma or just isn’t ready for this practice. If a child exhibits these signs during a mindfulness session, it’s essential to intervene and adjust the approach. This might involve offering additional support, providing breaks, or using grounding techniques to help the child feel safe and re-centred. Please don’t enforce punishment! The child is learning to listen to their own bodies. This is what we want to cultivate!

4. Flexibility in Approach

Mindfulness practices should be flexible and adaptable to each child’s needs. For example, some children may prefer to keep their eyes open during a guided meditation, while others may find it more comfortable to focus on an object in the room. Likewise, some children may need more frequent breaks, or they may prefer to engage in different types of mindfulness activities, such as listening to calming music or engaging in deep breathing exercises.

5. Safe and Supportive Environment

The environment in which mindfulness practices take place should be calm, supportive, and free from distractions. This helps children feel secure and at ease. Creating a designated mindfulness space in the classroom, with soft lighting, calming visuals, and soothing sounds, can help students associate the practice with relaxation and safety.

Conclusion: Prioritising the Child’s Needs

While mindfulness practices hold great potential to support children's emotional and mental well-being, it is crucial to remember that these activities must always be approached with care, sensitivity, and respect for each child’s individual experiences. Forcing participation, particularly asking children to close their eyes, can have negative consequences, especially for those who have experienced trauma.

By using trauma-informed practices, offering choices, and respecting children’s autonomy, educators and counsellors can create safe, supportive environments where mindfulness can truly benefit the children who need it the most. The key is not to rush the process but to give children the time, space, and respect they need to engage with mindfulness practices when they feel ready and safe to do so.

So, how will you incorporate these tips into your mindfulness practice with children and young people?

For further exploration, feel free to contact me: cathy@refreshreset.com.au