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Safeguarding Mindfulness in Schools and Higher Education

https://doi.org/10.4324/9781315186474
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inferred← citeshttps://doi.org/10.2139/ssrn.4632240openalex-extracted
Mindfulness-Based SEL Program: The Strengths and Limitations in Vietnamese School-Based Mindfulness Practice
inferred← citeshttps://doi.org/10.1002/capr.12524openalex-snapshot
Student counsellors’ experiences of mindfulness as a component of their person‐centred counselling training: An interpretative phenomenological analysis
inferred← citeshttps://doi.org/10.1007/s12671-019-01130-wopenalex-snapshot
Education and Mindfulness Practice: Exploring a Dialog Between Two Traditions
inferred← citeshttps://doi.org/10.1080/00918369.2021.1984789openalex-snapshot
Queer Contemplative Pedagogy: Challenging Gender and Sexuality Norms Through Contemplation
inferred← citeshttps://doi.org/10.1080/07448481.2025.2451974openalex-snapshot
The integration of meditation into higher education: a systematic literature review
inferred← citeshttps://doi.org/10.1080/2331186x.2019.1616365openalex-snapshot
There is no ‘mindfulness’ without a mindfulness theory – teachers’ meditation practices in a secular country
inferred← citeshttps://doi.org/10.1080/87567555.2023.2296081openalex-snapshot
Facilitating Meditation Practice in the Higher Education Classroom: A Conceptual Framework
inferred← citeshttps://doi.org/10.1111/camh.12601openalex-snapshot
Debate: Innovations in mindfulness for young people need to take more account of their unique needs if they are to live up to their potential
inferred← citeshttps://doi.org/10.21432/cjlt28037openalex-snapshot
Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray
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