Mindfulness-Based Learning
Self-Guided Program
Formerly our Micro-Credential Program, we now offer a free, self-guided version with the same learning objectives:

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Why Do It?
Whether you are just starting out on your journey, or are a certified mindfulness practitioner, our Mindfulness-Based Learning Self-Guided Program offers unique ways to empower you and your confidence when leading an integrated approach to mindfulness and all areas of learning in schools. It has a special way to enhance your practices and inspires you to help transform education through mindfulness. It is grounded in research, aligned with both the Educating Mindfully Mindfulness-Based Learning Framework and CASEL Framework, and is the only one of its kind. It is more than learning; it is an experience to deepen your mindfulness practices in education and in your life.
Who Is It For?
Anyone who is in the field of education who is looking to develop or enhance their confidence in creating, leading, and embodying mindfulness-based learning into their school, classroom, and life. The program is unique because it is adaptable to any level of experience you have (from just starting to experienced certified practitioners). It is a powerful tool for school-based or district-based SEL/wellness teams and leaders. Our instructors are from a wide range of experiences that span across grade levels, content areas, leadership, and environments. This allows our program to connect with participants across levels and experiences.
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How Is It Different Than Other Programs?
Educating Mindfully created this free, self-guided program as a learning opportunity that is accessible for teachers and leaders. It offers quality learning that is based in the field of education, is customizable to your personal goals, and is not as commitment-intensive as a full mindfulness teacher certification. This program allows you to embody practices at your own pace. By the end, you will feel confident developing and facilitating mindfulness-based learning experiences. ​​
Self-Guided Learning Path
We highly recommend mentorship/coaching from an MBL Specialist along your journey
and completing the program with a group of educators from your school
​​Learning Tasks (Complete the first five simultaneously)
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Engage in an ongoing personal mindfulness practice, working towards two formal sessions each day for 5-20 minutes.​ Our book, video modules, and offerings on our website will help you get started.
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View the program video modules (below) as well as any event recordings that resonate with you.
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Engage in other learning experiences offered on our website such as our Learncast and Voices Blog.
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Read our free book, Educating Mindfully: Stories of School Transformation Through Mindfulness. Consider printing out and using our Reflection Journal as you read each chapter.
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Research different Mindfulness-Based Learning lesson inspirations and curriculum resources found on our website to develop your own approach. No specific curriculum is provided as we want you to be empowered to create experiences for your students. Also, we want you to have agency with the resources you select. However, we do provide lesson inspirations as models for the full integration of mindfulness-based learning across settings and grades.
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Create, plan, and teach six sequentially progressive 15-minute mindfulness-based learning lessons.​
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Develop an implementation plan for "educating mindfully" in your classroom (or in your role at your organization), and/or for expanding beyond your classroom/role to school-wide, district-wide, or community. ​
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Reflection Journal Entries and/or Sharing with Colleagues Completing the Program Together:
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Reflect on your personal practice and share your understanding of mindfulness qualities.
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Share your takeaways and understandings from reading the book.
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Share goals of your student group and brief descriptions of your lessons; analyze each lesson facilitation and share what you learned, student feedback, reflections, etc.
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Share your "educating mindfully" implementation plan.
Comprehensive Mindfulness-Based Learning Modules
Learning Modules are each about 5-25 minutes in length
1. Introduction to Mindfulness-Based Learning
2. Mindfulness-Based Learning Framework
3. Skill Progression
4. Research and Introductory Practices
5. Build Adult Mindfulness-Based Learning Capacity
6. Why Teacher Self-Awareness Matters
7. Common Teacher Objections
8. Neuroscience and the Nervous System
9. Equity-Based, Trauma Informed, and Culturally Responsive Mindfulness-Based Learning
10. Embodiment
11. Mindful Movement and Yoga
12. Developing Self-Awareness of Thoughts
13. Starting a Formal Meditation Practice
14. Emotional Intelligence and Self-Regulation
15. Mindful Check-Ins and Mindful Spaces
16. Self-Awareness and Regulation Through Mindful Breathing
17. Stress Prevention and Intervention
18. Cultivating Social Awareness and Inclusion
19. Global Awareness and Interconnectedness
20. Healthy Relationships and Communication
21. Compassion for Self and Others
22. Resilience, Self-Care and Mindfulness
23. Mindfulness as an Equity Tool
24. Social & Emotional Skills for Equity & Inclusion
25. From Embodiment to Teaching Our Learners
26. Implementation Process and Planning
27. Creating Conditions for Successful Structures
28. Mindful Leadership​
Meet Our Instructors

KHAYREE BEY
Neuroscience and the Nervous System, Equity Based, Trauma Informed and Culturally Responsive Mindfulness-Based Learning, Developing Self-Awareness of Thoughts, Starting a Formal Meditation Practice
Khayree Bey, BBSc, M.Ed. 2021 Colonial School District Teacher of the Year, 2020 Lt. Governor’s Challenge Wellness Leadership Award, 2019 SHAPE Delaware’s Health Teacher of the Year and serves on Delaware’s Professional Standards Board. Khayree currently co-facilitates the Delaware COSEM Chapter and teaches a MBSR Health class to 6th, 7th 8th graders at McCullough Middle School. He implements an equity-based, trauma/poverty-informed, culturally responsive approach to educating students, community, and Delaware educators in the art of MBSEL, Kemetic yoga (200YTT), and other self-care practices. He also serves on numerous district and state Anti-Racism, DEI, and SEL committees.

ATHEA DAVIS
Embodiment, Mindful Movement and Yoga, Emotional Intelligence and Self-Regulation. Mindful Check-Ins and Mindful Spaces
Athea Davis is the Director of Social Emotional Learning at Étoile Academy Charter School, a mindfulness educator, creator + host of the podcast, Mindful Living with Athea Davis, and author of Today’s Gonna Be Awesomesauce: Daily Meditations for Youth, Parents, and Families. Join her conversations about the intersections of philosophy, mindfulness, neuroscience, SEL, psychology, and education. She holds a Master’s Degree in Educational Policy and Leadership, is a Texas Certified Educator, an Experienced Registered Yoga Teacher (E-RYT 500), and a Children’s Registered Yoga Teacher.
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DR. MATT DEWAR
Why Teacher Self Awareness Matters, Common Teacher Objections, Self-Awareness and
Regulation Through Mindful Breathing, Stress Prevention and Intervention
Matthew Dewar, Ed.D., is a COSEM Past President, a professional educator, MBSEL specialist, high school well-being coordinator, speaker, and author researching and applying the science of mindfulness and emotion regulation. For fifteen years, he explored the impact of Mindfulness-Based Stress Reduction (MBSR) and emotion regulation protocols on learning, professional development, and leadership in schools. More recently, he has focused on the impact of breathing behavior analysis and heart rate variability (HRV) biofeedback on emotion regulation and elite performance.
Dr. Dewar is also the founder of Matt Dewar, LLC, and the creator of the Stress Better™ Framework, which he has shared with collegiate and professional athletes, Fortune 500 executives, colleges and universities, first responders and military personnel. Dr. Dewar authored Education and Well-Being: An Ontological Inquiry and The Mindful Breathing Workbook for Teens: Simple Practices to Help You Manage Stress and Feel Better Nows and has been featured on TEDx, NPR, Thrive Global, the National Wellness Institute, and many podcasts.
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LINDSEY FRANK
Intro to Mindfulness-Based Learning, Skill Progression, Educating Mindfully Framework, Research & Introductory Practices, Building Adult Mindfulness-Based Learning Capacity, From Embodiment to Teaching Our Learners, Implementation Process & Planning, Creating Conditions for Successful Structures
Lindsey Frank, M.Ed. is the President and Operational Team Director of the Coalition of Schools Educating Mindfully, where she led the co-creation of Educating Mindfully's Mindfulness-Based Learning Framework and Mindfulness-Based Learning Micro-Credential Program. Lindsey has served in learning communities across age ranges and roles as a learning behavior specialist, interventionist, classroom teacher, districtwide climate and social-emotional learning coach, and has her master’s in Educational Leadership. Lindsey was instrumental in her former district in developing the district SEL team, was one of the first SEL coaches in her state, and has mentored new SEL coaches on their journeys. Inspired by her years and passion in education to support well-being, Lindsey developed her company, The Butterfly Within®, empowering heart-centered changemakers of all ages, especially educators and leaders, to cultivate courageous, calm, and connected communities. She is an award-winning children’s book author and has received specialized certifications in transformational coaching, yoga, mindfulness, and meditation. Her life motto is, “Be generous with your time, go where others are afraid to go, give it all you’ve got, and love what you do.”
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Instagram @LindseyFrank88
Facebook @TheButterflyWithin
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GINA HARRIS
Social Awareness and Inclusion, Global Awareness and Interconnectedness, Healthy Relationships and Communication, Compassion for Self and Others
After 15 years in corporate life, Gina Harris followed her passion and added a Masters of Teaching to her MBA. Currently she serves as the Vice President for the Illinois Education Association and co-chair of the rESPect Campaign. She worked as a Culture and Climate Coach, and taught content across both elementary and middle school. A certified yoga instructor, mindfulness, SEL and restorative justice facilitator and trainer, she currently supports educators across the country in implementation. She founded the Unity Dialogues, a circle process where students and adults learn from each other and grow from authentic, open dialogue about race and unity development. Gina also teaches educator preparation at Roosevelt and National Louis Universities. As a leader in both the National and Illinois Education Associations, she has facilitated restorative practices, equity development and fiduciary processes. She recently completed her term on the school board for District 200, Oak Park and River Forest High School, where she was the chair of the board subcommittee Culture, Climate and Behavior.

TOVI C. SCRUGGS
Introduction to Mindfulness-Based Learning; Resilience, Self-Care and Mindfulness; Mindfulness as an Equity Tool; Social and Emotional Skills for Equity and Inclusion; and Mindful Leadership
Tovi C. Scruggs is a leader of leaders and award-winning urban educator with almost 30 years of leadership and transformation experience. She is internationally recognized for her signature approach of moving from Leadership Do-ing to Leadership BE-ing and Emotionally Intelligent Equity & Inclusion. Tovi has been recognized by Mindful Magazine as one of the Powerful Women Leaders of 2021 who are igniting the world with courage and wisdom. She walks her talk of courageous leadership being cultivated by meditation, resilience, and self-mastery, having had a daily meditation practice for almost 30 years, and also sitting four week-long silent retreats. Tovi is on a mission to heal our leaders and organizations through SELf-Transformation for School & Systemic Transformation. She is the co-founder of ACSA’s Equity Leaders Academy, co-founding professor of Trauma-Responsive Leadership with an Equity Lens, and served as the national president for Coalition of Schools Educating Mindfully. Tovi is a certified coach and has been personally trained by Brené Brown as a Certified Dare to Lead Facilitator to train others in courageous leadership with a lens of inclusion and belonging. Yet, the very best leadership training she ever received has been the 17 years she spent as a high school principal. Tovi cultivates conscious, connected, and courageous leaders world-wide.
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Dina Evans, Delaware
2022 Graduate
"Loved it! The different leaders were knowledgeable and each brought a unique presence and expertise to their content area. The organization of the book was hugely helpful in meeting my needs for leadership. The reflection evidence was also fulfilling engaging in a deeper level of curiosity and acceptance. Grateful for this opportunity and continued development of my journey."
Christy Land, Delaware
2022 Graduate
"The Micro-Credential Program offered me the resources to begin teaching the very first mindfulness class that high school students could take for credit in my area. I loved how it was self-paced and very doable to complete the program even with a full plate. It gave me the confidence to teach mindfulness and social emotional skills to students for the first time in my school district!"
Stephanie Petrich, Illinois
2023 Graduate
"The entire program and presenters was PERFECT! I learned so much and feel that I have become a better version of myself! Thank you for providing me with the materials to enhance my personal and professional development. "
Kailyn Fullerton, Jakarta
2024 Graduate
"The lessons in this course provide a breadth and depth of mindfulness-based research, knowledge and practice that are a well to return to over and over. Thank you to all of the experts for your time and care!"
Jamie Wasser-Goforth,
Illinois
2025 Graduate
(Team Experience)
"This was an amazing six month journey with my staff to deepen our personal and professional growth in MBL."
Alan Goforth, Illinois
2025 Graduate
(Team Experience)
"I thought the sessions were important and provided needed feedback. The coursework was appropriate for the program. Overall, it was a positive experience."
Sarah Clouse,
Illinois
2025 Graduate
(Team Experience)
"I really liked the mentoring meetings we had. It felt more personal and helped me navigate the program easier."
Katie Keith,
Illinois
2025 Graduate
"I enjoyed that I could work at my pace and that I also could connect with others when I needed/wanted to."
