Inspired by his own experiences with mindfulness, Mr. James first incorporated meditation into his daily routine after facing personal hardships. “I went through a really stressful period in my life,” he said. “In 2008, my father was diagnosed with brain cancer, and it was a really hard year. A few years later, my mom got really sick. Meditation helped me gain perspective on my problems, even if it didn’t solve them.”

Seeing the benefits firsthand, he decided to bring the practice into his classroom in 2008. “It doesn’t take very much time. Even just a small dose of meditation can be really beneficial,” Mr. James explained. “It’s a nice way to get everybody settled in for the class period, clear their mind, and feel a little more centered and relaxed.”

While not every student may fully embrace the practice, Mr. James has received positive feedback from many. “Some students have told me, ‘Don’t stop doing it.’ Even students who have graduated reach out and ask if I’m still doing mindfulness,” he said. “Those encouraging words make me feel like, at least for some students, it’s hitting home.”

With growing awareness around social-emotional learning, Mr. James sees mindfulness as a lifelong tool. “I’m just trying to promote it as much as I can,” he said, hoping that students take the practice beyond the classroom.