History & Research

History & Research

Since 2006, Mindful Practices has been empowering teachers, school administrators and students through Social-Emotional Learning, Yoga and Mindfulness strategies to create a more effective learning environment. For the past decade, the organization’s founder – Carla Tantillo Philibert – and her team of talented instructors and coaches have been dedicated to developing the “whole child” and helping maximize students’ learning potential.

Through research-based professional development training for teachers and student wellness programming, Mindful Practices provides innovative and high quality services that are customized to meet each school community’s needs. For the past 10 years, working with school districts nationally, the organization has proven that relaxed teachers teach better and relaxed students learn better.

Using Wellness to Promote Positive Behavior

SEL Research

Regular Education Disciplinary Data after Yoga, SEL, Wellness Interventions

Longitudinal Study: 2005-2007

Location: An 80% Low-Income Suburban Elementary School in West Chicago

With Yoga, SEL and Wellness: Disciplinary Referrals Were Reduced from 254 to 200 in Years 1 & 2.

Population: Regular Education Students

The above chart provides data to the positive effect of the Mindful Practices’ curricular program for regular education students at a suburban Chicago-land school. The number of students with disciplinary infractions was reported to the school district in an end of the year report. From 2005-2006 to 2006-2007 school years the urban area school implemented the Mindful Practices’ curriculum in all classrooms. Beginning in August 2010 the Mindful Practices’ curriculum was not supported by the new administration due to budgetary issues. The data clearly indicates a rise in the number of students with disciplinary infractions when yoga, SEL and wellness are absent from the instructional program.

Regular Education Disciplinary Data after Yoga, SEL, Wellness Interventions

Longitudinal Study: 2007-2009

Location: An 80% Low-Income Suburban Elementary School in West Chicago

With Yoga, SEL and Wellness: Disciplinary Referrals Were Reduced From 148 to 137 in Years 3 & 4.

Population: Regular Education Students

The above chart provides data to the positive effect of the Mindful Practices curricular program for regular educations students at a suburban Chicago-land school. The number of students with disciplinary infractions was reported to the school district in an end of the year report. From 2007-2008 to 2008-2009 school years the suburban area school implemented the Mindful Practices’ curriculum in all classrooms. Beginning in August 2010 the Mindful Practices’ curriculum was not supported by the new administration due to budgetary issues. The data clearly indicates a rise in the number of students with disciplinary infractions when yoga, SEL and wellness are absent from the instructional program.

2010 with Mindful Practices’ Yoga Program 2012 without Mindful Practices

Longitudinal Study: 2010-2012

Location: An 80% Low-Income Suburban Elementary School in West Chicago

Without Yoga, SEL and Wellness: Disciplinary Incidents Increased, from roughly 110 to 560 from 2010 to 2012.

Population: Students with Special Needs

The above chart provides data to the positive effect of the Mindful Practices curricular program for special education students at a suburban Chicago-land school. In the 2010-2012 school years the urban area school did not implement the Mindful Practices curriculum in all classrooms. Beginning in August 2010 the Mindful Practices curriculum was not supported by the new administration due to budgetary issues. The data clearly indicates a rise in the number of special education students with disciplinary infractions when yoga, SEL and wellness are absent from the instructional program.

2010 with Mindful Practices’ Yoga Program 2012 without Mindful Practices

Longitudinal Study: 2010-2012

Location: An 80% Low-Income Suburban Elementary School in West Chicago

Without Yoga, SEL and Wellness: Student Suspensions Increased, from roughly 0 to 135 from 2010 to 2012.

Population: Students with Special Needs

The above chart provides data to the positive effect of the Mindful Practices curricular program for special education students at a suburban Chicago-land school. In the 2010-2012 school years the urban area school did not implement the Mindful Practices curricular program in all classrooms. Beginning in August 2010 the Mindful Practices curriculum was not supported by the new administration due to budgetary issues. The data clearly indicates a rise in the number of special needs students being suspended when yoga, SEL and wellness are absent from the instructional program.