Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma informed mindfulness practice This study builds on previous research which demonstrates that students’ social-emotional well-being and academic success is directly impacted by a school’s climate and culture. The authors encourage integrating culturally responsive, trauma-informed mindfulness practices in the classroom to not only mitigate the distressing conditions students might experience such as anxiety and stress, but also as a way to address injustices and promote educational equity. This paper offers a new vision for culturally responsive and trauma-informed mindfulness education in middle school settings that is grounded in the principles of safety, trustworthiness, and transparency in order to create meaningful experiences for students from diverse backgrounds. Article Keywords: equity, mindfulness, social emotional learning, trauma-informed, culturally responsive practices.
