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As schools across Africa seek innovative approaches to improve both learning outcomes and student wellbeing, mindfulness is emerging as a promising educational tool. A study presented by Ali Kareeba from the University of Rwanda College of Education at the 4th International Conference on Re shaping Education for Sustainable Development highlights how school based mindfulness interventions could help learners develop the emotional and social skills needed to thrive in and beyond the classroom.

The conference, hosted by the University of Rwanda College of Education, brought together researchers, educators, policymakers, and development partners to explore how education can contribute to sustainable development through innovation, inclusion, and resilience.

During the conference, Kareeba presented a paper titled Developing and Delivering a School based Mindfulness Intervention for Schools in Sub Saharan Africa. The study examines how mindfulness programmes can be designed and implemented in ways that respond to the realities of African schools while supporting learners’ mental and emotional wellbeing.

Mindfulness refers to the practice of paying attention to the present moment with awareness and focus. In educational settings, mindfulness activities often include breathing exercises, guided reflection, concentration techniques, and practices that help learners regulate their emotions and manage stress.
According to the research, many young people face challenges related to stress, anxiety, emotional regulation, and social pressures that can affect both learning and wellbeing. These challenges can reduce concentration, classroom participation, and academic performance. As a result, educators are increasingly exploring interventions that support learners beyond traditional academic instruction.

The study emphasizes the need for school programmes that promote holistic development by addressing both educational and wellbeing outcomes. Rather than adopting approaches developed elsewhere without adaptation, the research focuses on creating mindfulness interventions that are culturally relevant and appropriate for schools in Sub Saharan Africa.

A key aspect of the intervention is collaboration with teachers, school leaders, parents, and community members. By involving stakeholders throughout the design and implementation process, the programme aims to ensure that mindfulness activities are meaningful, sustainable, and responsive to local needs.

The research aligns with broader initiatives seeking to improve child and adolescent mental wellbeing in Rwanda and other African countries through school based mindfulness programmes. Such interventions are being developed with the participation of educators, communities, and policymakers to ensure local ownership and long term impact.

Findings presented during the conference suggest that mindfulness practices can help learners improve attention, self awareness, emotional regulation, and classroom engagement. These skills can contribute to more positive learning experiences and support academic achievement.

Teachers involved in similar mindfulness initiatives have reported that learners become more focused during lessons, communicate more effectively with peers, and demonstrate greater resilience when facing challenges. Such improvements can contribute to healthier classroom environments and stronger teacher student relationships.

The study also highlights the importance of teacher training. For mindfulness interventions to succeed, educators need adequate preparation and support to confidently integrate mindfulness practices into everyday teaching and learning activities.

As education systems continue to evolve in response to changing social and economic realities, the research contributes to growing discussions about the importance of learner wellbeing in achieving sustainable educational outcomes. It suggests that schools have a critical role to play in helping students develop not only academic knowledge but also emotional and social competencies.

Presented at the 4th International Conference on Re shaping Education for Sustainable Development, Kareeba’s research demonstrates how innovative approaches to wellbeing can support educational transformation across Africa. By helping learners develop greater focus, resilience, and self awareness, school based mindfulness interventions may offer a valuable pathway toward creating more inclusive, supportive, and effective learning environments.

Ultimately, the study reinforces a simple but powerful message : when schools invest in student wellbeing, they also invest in better learning, stronger relationships, and a more sustainable future for education.

Story by

NTIRANDEKURA Schadrac
PRO, UR-College of Education