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ONLINE! This event will be going ahead online via video teleconferencing - we very much hope you can join us.

About this Event

The 2020 Mindfulness in Schools Project online conference will explore what Teaching Mindfully means and how to achieve it.

Our expert speakers will discuss the challenges and rewards of teaching mindfulness to young people in primary and secondary schools:

  • What does it mean to teach mindfully?
  • How do you do it?
  • How can mindfulness feature throughout the school day?

This event will take place from 09.30-15.45 (British Summer Time). Joining instructions will be sent to delegates at least one week in advance of the event. Schedule for the day (subject to confirmation):

9.30-11.00 Session 1

11.00-11.15 Break

11.15-12.30 Session 2

12.30-13.10 Lunch break

13.10-14.20 Session 3

14.20-14.30 Break

14.30-15.45 Session 4


Richard Burnett is co-founder of Mindfulness in Schools Project and co-wrote .b, MiSP’s flagship mindfulness course designed to engage adolescents in the classroom.

Richard is a teacher at Tonbridge School, the first school in the UK to put mindfulness on the curriculum, an event covered broadly by the media in 2010. Since then he has taught mindfulness to well over a thousand adolescents. Richard’s TEDx talk helped define the landscape of mindfulness in education and he was an expert witness at the All-Party Parliamentary Group on Mindfulness. He has appeared regularly at conferences, on TV, on radio and in the national and local press to make the case for mindfulness in education.

Katherine Weare is Emeritus Professor at the University of Southampton and Honorary Visiting Professor at University of Exeter.

Katherine is known internationally for her work on mental health and wellbeing and social and emotional learning, most recently focusing on mindfulness and compassion based approaches in education. She has published widely, engaged in cutting edge research projects and reviews of the evidence base for the field, advised the UK government, EU and WHO, and developed practical strategies across most European countries.

Adrian is a part-time teacher at a primary school in Hertfordshire and delivers wellbeing-focused training in schools across Europe through his organisation www.teachappy.co.uk.

In 2012, Adrian was awarded a ‘Happy Hero’ medal by Lord Richard Layard at the House of Lords for his work on developing wellbeing in schools. In 2015, he was invited to speak at the Action For Happiness event, Creating A Happier World, on stage with the Dalai Lama. Adrian is author of the award-winning, Wellbeing In The Primary Classroom – A Practical Guide To Teaching Happiness. He writes regularly for the TES and has contributed to several other books.

Oren is a senior lecturer at the Faculty of Education, Beit Berl College, Israel. His academic career focuses on curricular and pedagogical aspects of contemplative practices, such as yoga and mindfulness. He explores their effects on self, and the ways in which they can be understood within the framework of education and human development.

Oren's work is interdisciplinary and draws on Philosophy East and West, on the psychology and neuroscience of mindfulness as well as on his personal practice and experience of implementing mindfulness in the teacher education courses he teaches. He applies a variety of methods including qualitative research, and philosophical analysis and collaborates often with neuroscientists and psychologists.

Since 2019, Oren has been serving as a co-chair in UNESCO's International Science and Evidence Based Education Assessment (ISEEA) - an on-going project that will propose an evidence-based orientation for education in flourishing that will be offered to ministries of education of UNESCO's member countries.

Oren's work has been published in various prestigious journals including Teaching and Teacher Education, Mind, Brain & Education, Journal of Philosophy of Education, Journal of Curriculum Studies, Critical Studies in Education and Mindfulness. His book Reconstructing ‘Education’ through Mindful Attention was published in 2017.

Kevin has worked with adolescents and young people in various contexts for over 30 years - as teacher, school head, and social worker in the UK, Africa, and Europe. In 2012 Kevin co-founded MindWell, (mindwell-education.com) which supports educational communities around the world in developing wellbeing through mindfulness and social-emotional learning.

Kevin trained in mindfulness in Europe and the USA with Mark Williams (Oxford Mindfulness Centre), Jon Kabat-Zinn, Saki Santorelli and Florence Meleo-Meyer (UMass Medical School, Centre for Mindfulness), and with Dr. Amy Saltzman (Still Quiet Place) and he has taught mindfulness to students, teachers and parents since 2008.

Amy is an educational consultant who spent 15 years as a high school teacher and guidance counsellor in Canada and The Netherlands. She holds a Masters Degree in Contemplative Education from Naropa University and in 2012 she co-founded MindWell.

Amy is a facilitator for the CARE program (Cultivating Awareness and Resilience in Educators) and supports the Community of Contemplative Education through Mind & Life Europe. She is also a Mentor for Inward Bound Mindfulness Education (iBme, UK) teen retreats and works internationally in schools and universities providing workshops and retreats for educators, students and parents with a focus on self-care and stress management.

Clare Winter

Clare leads the KS3 centre and school reintegration at an outstanding pupil referral unit where she is the School Mindfulness Lead and SENDCo.

She began teaching in South Korea where she studied martial arts with its associated meditative aspects. She has worked in special education in the UK for over 14 years and is passionate about helping disenfranchised young people to flourish by building resilience and positive mental health. Clare also values the need to support staff and offer them strategies and tools to remain healthy. Over the last five years she has slowly built and embedded the mindfulness offer in her own provision and throughout local schools and parent support networks.

Trevor Adams

Trevor works at a secondary alternative provision for students with Social, Emotional and Mental Health (SEMH), and a Pupil Referral Unit (PRU).

Trevor supports schools in promoting the positive behaviour of pupils. His aim is to reduce the need for permanent exclusions from mainstream schools and develop positive, honest relationships with our partner schools. Trevor began noticing the increase in complex referrals, which were becoming increasingly mental health related, and decided to complete the MBCT training and widen his knowledge through MiSP’s Paws b, .b and .breathe programmes. He now delivers Paws b and .b regularly at the PRU and primary and secondary schools.

Debbie Cass

Debbie works at a two form entry primary school with 420 pupils. About five years ago, she enrolled in the .b Foundation course and has since completed the Present training, Teach Paws b and the School Mindfulness Lead course. Debbie teaches Paws b to Key Stage 2 three afternoons a week and is now on the sixth cycle of this! She has taught  .b Foundations to both staff and parents.

Mary Spink

Mary is the Head of Drama in an independent prep school and has been developing wellbeing in schools in the UK since 2004. As a trainer for MiSP she teaches both the Paws b and the .b programmes, and continues to develop mindfulness in other areas of school life.

Matthew Jones

Matthew has been teaching at a primary school in Wales for 28 years. He trained to teach Paws b in 2016 after completing .b Foundations earlier the same year, and has taught the course to his class each year since. He runs a weekly 'drop-in' mindfulness club for children who have completed Paws b.

Mel Thomas

Mel has been teaching mindfulness peripatetically for two years. Her background, however, is not in education but in marketing and advertising, and her business MindLessFull is split between corporate work and schools, where she teaches the MiSP curricula.

Gerry Diamond

Gerry works with groups of high risk vulnerable pupils at a high school in an area of high deprivation. Gerry has helped pioneer their very successful nurturing programme and is a resilience trained facilitator, using a Cognitive Behavioural Therapy Program (CBT) to help build resilience in pupils, as well as their families.

Liz Lord

Liz is the schools liaison lead for the MYRIAD project, the world’s largest project looking at mindfulness in schools, in the Department of Psychiatry at the University of Oxford and a Teaching Partner for the Oxford Mindfulness Centre.

At the conference Liz will give an overview of the MYRIAD project and describe the way that effective teaching and implementation can make all the difference when bringing mindfulness into the classroom and school setting.

Pete Turner

Pete has been a professional clown for over thirty years. In 1989 he founded the Leeds Children's Circus, an educational charity for families in Leeds, which is still going today. He has been developing the idea of 'Mindful Clowning' alongside teaching mindfulness in schools.

At the conference, Pete will be speaking about the relationship between artistic performance and mindfulness, exploring how being a mindful clown has enabled him to teach mindfulness to children.

Liz Williams

Liz has a long career in education starting as a primary teacher and headteacher and ending as Head of Children and Young People’s Strategy in the Welsh Government.

Liz has been co-leading the development of a mindfulness toolkit to help schools in Wales strategically plan the introduction of mindfulness in response to the new curriculum in Wales, and has just been appointed Chair of the newly inaugurated Meddwlgarwch Cymru/Mindfulness Wales organisation. Liz is also part of a team developing and delivering Mindfulness for Education Leaders in partnership with the National Academy for Education Leadership Wales’ Innovation Programme, and is a MiSP trainer and teacher.

At our conference, Liz will outline how mindfulness and ‘teaching mindfully’ can respond to the requirements of the new Welsh curriculum.


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