Some children may giggle or have trouble staying still, especially if they are not used to mindfulness. The teacher should normalize this, reassuring them that learning to sit quietly takes practice.
Other children may struggle to name their emotions during the reflection. In this case, the teacher can offer a menu of emotions to help them find words (e.g., “Are you feeling calm, worried, excited, or tired?”).
The teacher’s attitude should always be non-judgmental and supportive, emphasizing that there is no right or wrong way to feel. Modelling calm, steady breathing helps children mirror the practice.