Enlightened Pathways: How Brain Science Guides Mindfulness Practice
The Missing Link: How Brain Science Elevated Our Mindfulness Initiative
Every transformation in our school’s Mindfulness initiative has been born from a moment of resonance—something that aligned deeply with our values, our mission, and most importantly, the needs of our students. Our first step was simply introducing stillness. Breath. Reflection. Then came movement and language. And just when I thought we had constructed a beautifully cohesive model of whole-child learning, life offered another moment of serendipity.
It began with a simple conversation—a chance encounter with a woman whose warmth and wisdom struck me. As we exchanged thoughts on education and the emotional lives of children, she paused and asked if she could share my number with a friend. “She’s created something that sounds like what you’ve been building,” she said.
I agreed with curiosity and gratitude.
A few days later, my phone rang. On the other end was none other than Goldie Hawn. Yes—the Goldie Hawn.
But it wasn’t her celebrity that caught my attention—it was her humanity. Goldie spoke with unmistakable passion about the work she’s poured her heart into for nearly two decades: MindUP, the evidence-based program she founded to equip children with self-regulation skills, emotional understanding, and resilience by teaching them about how their brains work[1].
As she described the program’s foundation in neuroscience and its emphasis on developing emotional intelligence and mental fitness through brain-based practices, something clicked. This wasn’t just another mindfulness curriculum. This was the missing piece.
Up to that point, our initiative had evolved beautifully. We began with mindfulness practices—breathing, grounding, and classroom rituals. Then, with our partnership with Rupa Mehta and NaliniKIDS, we moved to mindfulness in motion, integrating language development and vocabulary into physical SEL experiences[2]. I even coined a phrase for it: we were “academifying SEL.” We had figured out how to marry mindful movement with instructional rigor, aligning it seamlessly with the Creative Curriculum, and in doing so, made SEL not just a priority, but an embedded part of our instructional design[3].
Still, one key component remained underdeveloped—brain science. We had taught students how to regulate their emotions and express their feelings, but we hadn’t yet fully explained the “why” behind those feelings. We hadn’t empowered them with a scientific understanding of the brain-body connection.
This is where MindUP shined.
MindUP introduces children to core concepts in neuroscience—teaching them about the prefrontal cortex (the decision-maker), the amygdala (the emotion processor), and the hippocampus (the memory keeper)[4]. By understanding the brain’s role in how they think, feel, and respond, students develop metacognition—the ability to recognize and manage their reactions, impulses, and emotions with both intention and self-awareness[5].
As I listened to Goldie describe the program’s structure—lessons on gratitude, optimism, mindful breathing, and brain anatomy—I didn’t just see alignment. I saw elevation. MindUP completes the instructional arc we’ve been building. It brings cognitive science into the emotional domain and frames self-regulation not just as a behavioral goal, but a neurological skill that can be learned and mastered[6].
The timing couldn’t have been more perfect.
I immediately sent one of our most experienced and forward-thinking teachers to a MindUP training session. She returned energized and affirmed, echoing my initial reaction: “This is exactly what we need. It connects everything we’ve already done and brings it to a new level.”
This upcoming school year, we will formally embed MindUP into our schoolwide Mindfulness model. Our vision is to scaffold its concepts into existing routines—integrating brain-based vocabulary into morning meetings, small group discussions, and social problem-solving moments. We’ll train teachers not just on the content, but on how to connect it to what they already do, from literacy instruction to conflict resolution to behavior support plans[7].
Because this is what great instruction is: interdisciplinary, intentional, and centered on the whole child. And when we layer emotional intelligence with academic language, and cognitive science with classroom rituals, we don’t just support student development—we amplify it.
Looking back, our path has been remarkably organic:
First came mindfulness practices (inner stillness).
Then movement and vocabulary (mindfulness in motion).
Then came academic integration (academifying SEL).
Now we arrive at the final layer: neuroscience-informed instruction (mindfulness with understanding).
MindUP isn’t an addition—it’s a deepening. It brings clarity, science, and empowerment into the conversation. And it aligns with everything I believe as an educator: when students understand themselves—emotionally, physically, and neurologically—they thrive.
This journey continues to teach me that the universe conspires in favor of students when we lead with curiosity, openness, and heart. I’m grateful for that chance encounter, for the phone call I never expected, and most of all, for the opportunity to bring this life-changing work to our children.
Because when you complete the circle of understanding—body, heart, and brain—you don’t just change a school.
You change lives.
[1] Hawn Foundation. "MindUP Curriculum." Hawn Foundation, 2010.
[2] Mehta, R., & Nalini Method. "NaliniKIDS: Emotional and Physical Fitness for Kids." Nalini Method, 2012.
[3] Teaching Strategies, LLC. "The Creative Curriculum® for Preschool." Teaching Strategies, LLC, 2016.
[4] Siegel, D. J., & Bryson, T. P. "The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind." Delacorte Press, 2011.
[5] Zelazo, P. D., & Lyons, K. E. "The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective." Child Development Perspectives 6, no. 2 (2012): 154-160.
[6] Schonert-Reichl, K. A., & Lawlor, M. S. "The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence." Mindfulness 1, no. 3 (2010): 137-151.
[7] Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. "Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice." Child Development Perspectives 6, no. 2 (2012): 167-173.
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ABOUT THE ROLE This role provides full psychiatric care for patients at Torrance State Hospital, supporting each patient's path toward stability. The position requires leadership, attention to detail, and collaboration with medical and clinical partners to lead treatment efforts and deliver high-quality care. KEY RESPONSIBILITIES - Patient Assessment: Conduct detailed psychiatric examinations and establish accurate diagnoses. - Treatment Planning: Develop individual treatment plans by directing team discussions and using interdisciplinary input. - Medical Interpretation: Review consultations, lab results, and clinical studies to determine appropriate treatment orders. - Emergency Response: Lead psychiatric and medical emergency actions, provide direction, and apply trained procedures. - Documentation Preparation: Produce reports, progress notes, treatment reviews, and competency assessments. - Court Participation: Testify at hearings related to commitments, competency, and guardianship. MINIMUM QUALIFICATIONS - Completion of a residency or training program in psychiatry which meets the certification requirements of the American Board of Psychiatry and Neurology or the American Osteopathic Board of Neurology and Psychiatry. SPECIAL REQUIREMENTS - Must possess a license to practice medicine in the Commonwealth of Pennsylvania as issued by the State Board of Medical Education and Licensure, or the State Board of Osteopathic Examiners. - A conditional offer of employment will require a medical examination. - This position falls under the Older Adult Protective Services Act, requiring submission and approval of satisfactory criminal history reports, including PA State Police and FBI clearance. - Pennsylvania residency requirement is currently waived for this title. - Must be able to perform essential job functions. SELECTION PROCESS - Completing the application, including all supplemental questions, serves as the exam for this position. - No additional written exam at a test center is required. - Score is based on the detailed information provided on the application and in response to supplemental questions. - The score is valid for this specific posting only. - Applicants may only apply or test once for this posting. - Results will be provided via email. HOW TO APPLY - Resumes, cover letters, and similar documents will not be reviewed. Eligibility information must be provided directly on the application. - Applications must be submitted by the closing date: September 22, 2026, at 11:59 PM Eastern. Late applications will not be accepted. - Generative AI tools may be used for preparation purposes only. Use of AI to misrepresent information or assist during interviews is not permitted. - Contact for inquiries: Sandra Schleicher, saschleich@pa.gov. EMPLOYMENT DETAILS - Job Type: Civil Service Permanent Full-Time - Department: Department of Human Services, Torrance State Hospital - Location: 121 Longview Drive, Torrance, PA 15779 (Westmoreland County, PA) - Work Schedule: 8:00 AM to 4:00 PM, Monday through Friday, with a 30-minute lunch. Possible evening, weekend, and holiday on-call hours. - Telework: Not available for this position. - Union: PDA - Pennsylvania Doctor Alliance (Bargaining Unit T4) - Note: This is a reposting. Applicants from the previous posting (August 10, 2026 to August 29, 2026) cannot submit a new application.
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ABOUT THE ROLE Join the Child Study and Treatment Center (CSTC) at the Washington State Department of Social and Health Services (DSHS) to conduct forensic psychological evaluations for youth involved in the justice system under RCW 10.77. This role provides expert testimony, completes psychological assessments, and writes reports to help courts make informed decisions about young people's mental health and legal competence. This position is also eligible as a 12-month In-Training opportunity for candidates with a doctorate degree who are not yet licensed, working as a Psychologist 3 under supervision until Washington State psychology licensure is obtained. KEY RESPONSIBILITIES - Conduct forensic evaluations for courts, including assessments of competence to stand trial, mental state, clinical diagnoses, developmental status, risk, and restoration potential - Interview youth, review records, consult collateral sources, and administer psychological tests - Write clear, objective reports to inform court decisions - Provide expert testimony as needed - Offer competence restoration services for youth when indicated - Travel within Washington State for interviews and court appearances - Complete necessary documentation and support the clinical team MINIMUM QUALIFICATIONS - Doctoral degree in psychology from an accredited program - Possession of a license to practice psychology in the State of Washington (or eligible for the 12-month In-Training Psychologist 3 track if unlicensed but holding a doctorate) - One year of post-doctoral work with forensic populations (adults or juveniles) - Ability and experience to independently complete juvenile competency forensic evaluations SPECIAL REQUIREMENTS - Telework up to 2 days per week may be available - Pierce County employees are eligible for an Orca Card for transportation needs - Valid driver's license required for employees driving on state business - Liability insurance required if driving a privately owned vehicle on state business - Must disclose any relative, household member, close friend, or romantic partner within the potential supervisory chain of command per DSHS nepotism policy SELECTION PROCESS - Background check including criminal record history will be conducted prior to a new hire - This announcement may be used to fill multiple vacancies HOW TO APPLY 1. Submit an application through the State of Washington employment portal 2. For questions about this recruitment, contact grant.grady@dshs.wa.gov and reference job number 04423 EMPLOYMENT DETAILS - Employer: State of Washington, Department of Social and Health Services (DSHS) - Division: BHHA - Job Type: Full Time - Permanent - Job Number: 2026-04423 - Location: Pierce County - Lakewood, WA - Opening Date: 09/03/2026 - Closing Date: 9/17/2026 11:59 PM Pacific - DSHS is an equal opportunity employer committed to fairness, access, and social justice. Accommodations are available upon request.
ABOUT THE ROLE The Department of Social and Health Services Child Study & Treatment Center (CSTC) is seeking a Psychologist 4 to join a 65-bed Joint Commission-accredited psychiatric hospital providing inpatient care for children and adolescents across Washington State. This new role involves overseeing milieu programming, completing psychological assessments for youth ages 6-18, and developing a Psychology Trainee program for practicum, pre-internship, and postdoctoral fellows. The position requires a diverse skill range to complete evaluations, provide treatment, and lead a multidisciplinary team. It also includes training in juvenile forensic competency evaluations. This position is eligible as a 12-month In-Training opportunity for candidates with a doctorate who are not yet licensed, allowing them to work as a Psychologist 3 under supervision until Washington State licensure is obtained. KEY RESPONSIBILITIES - Conduct psychological assessments to assist with diagnostic clarification and treatment planning. - Develop and oversee milieu programming. - Supervise Psychology Trainees. - Complete juvenile forensic competency evaluations to support CSTC’s forensic clinic. - Support Program Directors with milieu management. - Act as a leader of a multidisciplinary team. MINIMUM QUALIFICATIONS - Doctor of Psychology, Ph.D., or Psy.D. in clinical psychology from an accredited university. - Preferred: Training and experience with child and adolescent populations in assessment and evidence-based treatment. SPECIAL REQUIREMENTS - Must pass a background check, including criminal record history. - Must have a valid driver's license. If driving a privately owned vehicle on state business, liability insurance is required. - Must disclose any relative, household member, close friend, or romantic partner within the potential supervisory chain of command per DSHS nepotism policy. - Eligible for an additional 5% premium pay if performing on-site work at this location at least three days a week. - Pierce County employees are eligible to receive an Orca Card for transportation needs. SELECTION PROCESS - Applications will be evaluated based on completeness and responsiveness to the listed qualifications. - This announcement may be used to fill multiple vacancies. HOW TO APPLY 1. Submit a completed online application. 2. Attach a current resume. 3. Attach a cover letter. 4. For questions, contact grant.grady@dshs.wa.gov and reference job number 03857. EMPLOYMENT DETAILS - Job Type: Full Time - Permanent - Job Number: 2026-03857 - Department: Dept. of Social and Health Services - Division: BHHA - Location: Pierce County – Lakewood, WA - Opening Date: 09/03/2026 - Closing Date: 9/17/2026 11:59 PM Pacific - Employer: State of Washington
ABOUT THE ROLE The Administration for Children's Services (ACS) Office of Child and Family Health (OCFH) delivers direct medical care to children entering foster care and ensures comprehensive physical and mental health care. The Mental Health Coordination Unit (MHCU) tracks acute inpatient psychiatric hospitalizations of children in ACS custody and coordinates case planning. Reporting to the MHCU Supervisor, the Mental Health Coordinator provides real-time recommendations for foster children and adolescents admitted to acute inpatient psychiatric hospitals. KEY RESPONSIBILITIES - Serve as a liaison for children, families, case planning entities, providers, and hospitals to ensure mental health treatment needs and discharge plans are timely and appropriate. - Participate in case conferences and meetings with foster care agencies, ACS units, and hospital treatment teams to address child and family needs. - Join team, staff, and monthly meetings with foster care agencies and state or hospital partners. - Assist with tracking attendance, note-taking, and covering meetings when leadership is unavailable. - Negotiate and advocate with hospital teams and agencies to help access appropriate treatment settings. - Obtain and review discharge summaries to guide follow-up recommendations and reduce readmission rates. - Attend and organize cross-systems forums and trainings to enhance collaboration. - Use electronic systems to track data, submit reports, maintain case records, and monitor case planning activities. - Provide performance-based feedback regarding contracted providers and obtain necessary information. - Provide weekend and after-hours coverage on a rotational basis. MINIMUM QUALIFICATIONS 1. A baccalaureate degree from an accredited college and four years of satisfactory, full-time community liaison, organization, or relations experience, at least two years of which must have been in a broad administrative or policy-making capacity; or 2. A four-year high school diploma or equivalent and eight years of satisfactory, full-time experience as described above, including two years in a broad administrative or policy-making capacity; or 3. Education and/or experience equivalent to the above. Undergraduate or graduate education may be substituted for general experience (30 credits for 1 year), but all candidates must possess a high school diploma and two years of full-time experience in a broad administrative or policy-making capacity. SPECIAL REQUIREMENTS - Civil Service Status: This position is only open to candidates who are permanent (not provisional) in the civil service title listed. - Background Check: Section 424-A of the NY Social Services Law requires an inquiry into whether the candidate has been the subject of a child abuse and maltreatment report. - Preferred Skills: Five years of full-time experience in mental health, counseling, or clinical social work, and 2-3 years supervisory experience. MSW with LCSW/LMSW, or Master's in Psychology with license. Knowledge of mental health/hospital systems, trauma impact, adolescent development, dual diagnoses, and the foster care system. Experience in program evaluation and data management. Willingness to travel to acute psychiatric hospitals throughout NYC. Excellent oral, written, and interpersonal skills. Ability to multi-task and work under pressure. Familiarity with virtual platforms, Connections, LTS, Outlook, Excel, PowerPoint, and Word. - 55-a Program: Open to qualified persons with a disability eligible for the 55-a Program. Indicate at the top of resume and cover letter. SELECTION PROCESS - An exam may be required. Only permanent candidates in the civil service title will be considered. - Only those candidates under consideration will be contacted. HOW TO APPLY - Go to www.cityjobs.nyc.gov or www.nyc.gov/ess for current NYC employees. - Search for Job ID 781569. - No phone calls, faxes, or personal inquiries permitted. - If applying through the 55-a Program, indicate this at the top of your resume and cover letter. EMPLOYMENT DETAILS - Department: ADMIN FOR CHILDREN'S SVCS (Office Of Chld & Fmly Health) - Location: 110 William St., NY (NYC-ALL BOROS) - Hours: Full-Time - Posted Date: 09/04/2026 - Posting Ends: 10/04/2026 - Job ID: 781569 - Title Code: 1002F - Title Classification: Competitive-1 - Experience Level: Experienced (Non-Manager) - Job Level: 00 - Number of Positions: 1 - Residency Requirement: NYC residency generally required within 90 days. City employees with 2 continuous years may reside in Nassau, Suffolk, Putnam, Westchester, Rockland, or Orange County. - Additional Benefits: Eligible for federal loan forgiveness and state repayment assistance programs (Public Service Loan Forgiveness). - Equal Opportunity: The City of New York is an inclusive equal opportunity employer.
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