What is Paws b?
“In a time where stress levels of young people are on the rise, the need to directly teach students how to manage stress and feel good is paramount. Schools play an important role in teaching mindfulness.”
Professor Lea Waters

Mindful Herts introduces mindfulness practices to young people in various ways, through one to one coaching, sports clubs and family support services, however the most successful programs have been through schools. In education establishments, mindfulness techniques can be shared with teachers and pupils to create learning environments that encourage empathy and emotional resilience, which in turn impact positively on academic learning, classroom dynamics and student confidence. 

​We recommend the curriculums developed by ‘The mindfulness in Schools project’  MiSP and are trained to teach both Paws b and .b courses. We now offer the foundations b course which has been specifically designed for teachers and school staff to fit their timetable and we offer our own teacher training and courses for carers/guardians which encourage family learning and mindful parenting. 













​The attention of teenagers and children is pulled simultaneously in so many directions, twenty years ago, when they walked to school they would be looking around and processing their thoughts. Now they are mostly passengers, plugged in, receiving multiple inputs from a range of sources on their phones and their headspace can be chaotic and full. Learning Mindfulness helps bring your child into the present moment, create a space to breathe, calm down and still their busy minds, it is a very special and long-lasting gift.

​To introduce mindfulness into your child’s school, please do contact us and we can then discuss what is most suitable with your head teacher, SEN coordinator, PTA. or pastoral care team.
What is .b?

WHAT WE OFFER...

​​Paws b introduces mindfulness to children in years 3 to 6 ( age 7 -11) and is delivered in the classroom as a series of 6 PSHE lessons. The curriculum has been created by primary teachers and committed mindfulness practitioners in conjunction with the Centre for Mindfulness Research and Practice at Bangor University.  










Anxiety has become increasingly common among children as young as four. Statistics show that one in every ten, will experience intense anxiety at some point during their childhood, so the need to teach healthy coping strategies in early education has never been more urgent.  By teaching children at a young age we are helping to develop invaluable skills for life. This programme equips children with a toolbox of skills from an early age that they can take with them and use as they develop through their lives. Primary schools can often be busy, noisy and overwhelming places for young minds, so it is important that we provide the opportunity for children to pause, breathe and be with themselves.












​We find pupils really enjoy the opportunity and take to the practices enthusiastically. Young children are natural explorers, who haven't yet forgotten how to be curious and dwell in the present moment - this makes it a wonderful age to offer them the experience of mindfulness. The 6 lessons teach a different theme each week, building an understanding of the mind while developing skills through practice. Pupils learn simple & effective mindfulness exercises they can begin using straight away. A short Home Practice is given after each session to encourage pupils to bring the benefits of mindfulness into their everyday lives.
​Teaching in Schools

Meditation For Children

​​.b, pronounced [dot-be], stands for ‘Stop, Breathe and Be!’ This simple act of mindfulness provides the kernel of a ten lesson course for young people aged 11-18 years. The .b curriculum is a set of ten lessons, each teaching a distinct mindfulness skill, and has been designed to do so in a way which engages young minds. The lessons typically include a brief presentation by the teacher with the help of lively, pupil-friendly visuals, film and sound images, and practical exercises and demonstrations to make the ideas vivid and relevant to their lives.












​Putting mindfulness in a relevant context motivates pupils to become still and allows the teacher to lead them in some short practices – for example learning to sit still and watch the breath, be aware of different parts of the body, walk mindfully or become more aware of how the body feels under stress. It will typically end with an invitation to do some brief practices at home during the week. .b intends to help the young people who experience it to overcome difficulties, thrive and flourish – and the research that has taken place into its effectiveness suggests it does indeed have the potential to meet these more ambitious goals.

"We very rarely teach young people to best use the lens through which all of their experience, both at school and at home, is being filtered - and that is the faculty of their attention. A lot of research is telling us that our mental health and happiness are profoundly shaped by what we do with our attention.”
Richard Burnett, Co-Founder of the Mindfulness in Schools Project.