About
My first mindfulness retreat was in 2006. There, for the first time, I began to realise that there was a way to become more present and let go a little of the constant mind-chatter in my brain. That was a huge relief!
Since then, I have explored different pathways to stillness. I have deepened the yoga practice that I've had since the late 1990's and I started daily mindfulness practice at the start of 2011. These practices are strengthened by regular retreats and through studying meditation.
My passion is Mindfulness in an educational setting. Having worked as a teacher in the state system for over a decade, I have seen how stress and anxiety can affect both students and colleagues, as well as experiencing it myself both as a teenager and as a member of staff.
Mindfulness helps me to be more present with the stresses and frustrations of work and life and also helps me to value the energy and joy that comes from working with young people. The idea of a 'Mindful School' is an ideal but something I'd still like to work towards! The opportunity to sit with students or colleagues and take some moments to stop and reflect during the school day has really enriched my working life. If there were more of these opportunities available in schools, this would enhance the creativity, connection and well-being of many of us who work and study in them.
EXPERIENCE
In my working life, I first started teaching mindfulness in a comprehensive secondary school in 2012. My first class of mindfulness students were a tricky bunch of year 10s who found lying on the floor trying to do a body scan both hilarious and a fabulous opportunity for a cushion fight (which I'd unhelpfully supplied). All my hopes of transforming our lessons into havens of peace were quickly shattered but it was fun and a useful opportunity to cut my teeth on how to teach mindfulness to bouncy, cynical and busy teenagers.
Teaching it did get easier and I established a 'Mindfulness Strategy' for the school, which ensured that, from 2013, all Year 9 students learnt the '.b' Mindfulness course as part of their Personal, Social and Health Education classes. I also delivered annual courses to staff, 6th formers and other groups of students, and coached colleagues training in '.b' in order to make mindfulness in the school sustainable. An article I wrote about this work was published here: https://www.ssatuk.co.uk/why-should-schools-have-a-mindfulness-strategy/ which I hope gives a taste of why I am so keen to see more time for these practices in schools.
I now work free-lance delivering mindfulness courses in schools and for the general public in North Wales. I am self-employed as a consultant for the Mindfulness and Resilience in Adolescence (MyRIAD) project led by the Oxford Mindfulness Centre; as of 2017 I also work as an academic supervisor for Bangor University's Centre for Mindfulness Research and Practice (CMRP). In the past, I have also run MBSR courses for Wiltshire County Council, taught courses to staff in different schools and as part of the MyRIAD project, as well as teaching mindfulness 1-2-1 to teenagers.
QUALIFICATIONS
In 2016, I completed an MSc in Mindfulness-Based Approaches with the CMRP at distinction level, which qualifies me to teach adult Mindfulness courses.
I have trained with the Mindfulness in Schools Project to teach the ".b" curricula at all levels:
- "paws b" course for 7-11 year olds,
- ".b" course for 11-18 year olds, and
- ".b foundations" for adults who care for young people.
I have also trained with the Oxford Mindfulness Centre to teach the Frantic World course, based on the book by Mark Williams and Denny Penman: Finding Peace in a Frantic World
I am registered as a UK Mindfulness Trainer and adhere to the Good Practice Guidelines of the UK Mindfulness-Based Teacher's Network.
Since then, I have explored different pathways to stillness. I have deepened the yoga practice that I've had since the late 1990's and I started daily mindfulness practice at the start of 2011. These practices are strengthened by regular retreats and through studying meditation.
My passion is Mindfulness in an educational setting. Having worked as a teacher in the state system for over a decade, I have seen how stress and anxiety can affect both students and colleagues, as well as experiencing it myself both as a teenager and as a member of staff.
Mindfulness helps me to be more present with the stresses and frustrations of work and life and also helps me to value the energy and joy that comes from working with young people. The idea of a 'Mindful School' is an ideal but something I'd still like to work towards! The opportunity to sit with students or colleagues and take some moments to stop and reflect during the school day has really enriched my working life. If there were more of these opportunities available in schools, this would enhance the creativity, connection and well-being of many of us who work and study in them.
EXPERIENCE
In my working life, I first started teaching mindfulness in a comprehensive secondary school in 2012. My first class of mindfulness students were a tricky bunch of year 10s who found lying on the floor trying to do a body scan both hilarious and a fabulous opportunity for a cushion fight (which I'd unhelpfully supplied). All my hopes of transforming our lessons into havens of peace were quickly shattered but it was fun and a useful opportunity to cut my teeth on how to teach mindfulness to bouncy, cynical and busy teenagers.
Teaching it did get easier and I established a 'Mindfulness Strategy' for the school, which ensured that, from 2013, all Year 9 students learnt the '.b' Mindfulness course as part of their Personal, Social and Health Education classes. I also delivered annual courses to staff, 6th formers and other groups of students, and coached colleagues training in '.b' in order to make mindfulness in the school sustainable. An article I wrote about this work was published here: https://www.ssatuk.co.uk/why-should-schools-have-a-mindfulness-strategy/ which I hope gives a taste of why I am so keen to see more time for these practices in schools.
I now work free-lance delivering mindfulness courses in schools and for the general public in North Wales. I am self-employed as a consultant for the Mindfulness and Resilience in Adolescence (MyRIAD) project led by the Oxford Mindfulness Centre; as of 2017 I also work as an academic supervisor for Bangor University's Centre for Mindfulness Research and Practice (CMRP). In the past, I have also run MBSR courses for Wiltshire County Council, taught courses to staff in different schools and as part of the MyRIAD project, as well as teaching mindfulness 1-2-1 to teenagers.
QUALIFICATIONS
In 2016, I completed an MSc in Mindfulness-Based Approaches with the CMRP at distinction level, which qualifies me to teach adult Mindfulness courses.
I have trained with the Mindfulness in Schools Project to teach the ".b" curricula at all levels:
- "paws b" course for 7-11 year olds,
- ".b" course for 11-18 year olds, and
- ".b foundations" for adults who care for young people.
I have also trained with the Oxford Mindfulness Centre to teach the Frantic World course, based on the book by Mark Williams and Denny Penman: Finding Peace in a Frantic World
I am registered as a UK Mindfulness Trainer and adhere to the Good Practice Guidelines of the UK Mindfulness-Based Teacher's Network.
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