Program features may also be adapted for needs of diverse groups. Throughout the program, the teacher practices along with the students. We teachers need mindfulness as much as our students, so this stance can shift the power imbalance from someone who knows all the answers to someone who is a fellow human being.

Because of the guided discovery pedagogy, students come to the conclusions themselves through experimentation instead of ‘top-down’ expert transmission of information by a teacher.

Adaptations may be used for class activities, including changing some details in the case studies to fit the group, allowing students to draw instead of write a journal response, inserting some mindful movement into the lesson when needed – all things that may be more appealing than purely didactic approaches.

Teachers are encouraged to use culturally, traditionally or spiritually-relevant examples when appropriate.

The final E in BREATHE can also stand for “extend” or engage, meaning that teachers can encourage students to contribute to some activity that benefits others. Some examples might include allowing students who have completed L2B to teach a short mindfulness practice to younger students, to guide a regular morning mindfulness practice on the school public address system, or to engage in a compassionate action project that benefits the school or community.