Mindfulness Activities in the Spanish Language Classroom
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| Title: | Mindfulness Activities in the Spanish Language Classroom |
|---|---|
| Language: | English |
| Authors: | Victoria L. Ketz |
| Source: | Hispania. 2026 109(1):17-29. |
| Availability: | American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, College Students, Student Welfare, Mental Health, Suicide, Prevention, Metacognition, World Views, Second Language Learning, Spanish, Modern Language Curriculum |
| DOI: | 10.1353/hpn.2026.a984946 |
| ISSN: | 0018-2133 2153-6414 |
| Abstract: | Traditionally, higher education has been reticent to speak openly of student suicides that occur on campus for a host of reasons including provoking the Werther Effect, damaging their reputation and institutional image as well as mitigating legal and privacy concerns. Though recently, there has been a notable shift, and the university administrations are now willing to admit to some of the psychological struggles students face and have increased services provided by Student Counseling Centers (Bridges 2). Even with the support provided, some high-achieving individuals decide to take their own lives even though they do well in classes, participate in sports and have extensive friend groups. "How had we not seen the signs?" ask faculty, family and peers who are left grieving. Teachers cannot sit by idly hoping that the campus counseling centers are satisfying all the students' needs but instead need to make a commitment to maintain a positive learning environment and to take proactive measures to support student well-being in the classroom. By introducing mindfulness activities in the instructional setting, stress levels of the students can decrease. The skills learned from these activities can later be transferred into the students' daily lives as valuable coping mechanisms. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1505803 |
| Database: | ERIC |
| Abstract: | Traditionally, higher education has been reticent to speak openly of student suicides that occur on campus for a host of reasons including provoking the Werther Effect, damaging their reputation and institutional image as well as mitigating legal and privacy concerns. Though recently, there has been a notable shift, and the university administrations are now willing to admit to some of the psychological struggles students face and have increased services provided by Student Counseling Centers (Bridges 2). Even with the support provided, some high-achieving individuals decide to take their own lives even though they do well in classes, participate in sports and have extensive friend groups. "How had we not seen the signs?" ask faculty, family and peers who are left grieving. Teachers cannot sit by idly hoping that the campus counseling centers are satisfying all the students' needs but instead need to make a commitment to maintain a positive learning environment and to take proactive measures to support student well-being in the classroom. By introducing mindfulness activities in the instructional setting, stress levels of the students can decrease. The skills learned from these activities can later be transferred into the students' daily lives as valuable coping mechanisms. |
|---|---|
| ISSN: | 0018-2133 2153-6414 |
| DOI: | 10.1353/hpn.2026.a984946 |
