04/05/2026
Mindfulness & me go back a while now...
The more I've embraced mindfulness into my daily life, the more I've come to trust how it can show up in the most supportive ways. Yet, mindfulness doesn't 'work' if we simply ask it to. The moment we ask someone to “try” something new it can unintentionally place us as the one with awareness or conjure up a kind of resistance.
It can feel like we’re giving knowledge, rather than creating space for individual exploration of trust.
In a recent mindfulness workshop I delivered, we created space to appreciate how mindfulness requires a moving from teaching into honouring its unique relationship with each of us. It’s not about getting it right, but about returning, noticing, and allowing.
We already know that mindfulness for teens is a significant support, but it's best complimented alongside emotional learning and shared experiences.
Real confidence shifts when we adjust the pressure to present the 'fix-it' solution. What speaks louder? The wisdom that true grounding support is never just one thing:
It’s the way we integrate practices.
The way we connect with others.
The way we live it together.
The day after the workshop, I received my order in the post of: "This is me", and again, mindfulness appeared not as the answer, but as one part of our wider toolkit in supporting children and teens.
How do you practice collaborating in in ways that support you? And how do you confidently practice what truly resonates?
Thank you for hosting this event Webster Geneva Campus.
Neurodiversity Support Network Switzerland (nsns)
Priscilla Krebs
Mindfulness in Schools Project (MiSP)