CREATED BY EXPERTS
EVIDENCE-BASED
SCALABLE IMPACT
PROVEN RESULTS
CREATED BY EXPERTS
EVIDENCE-BASED
SCALABLE IMPACT
PROVEN RESULTS
Guided breathing and relaxation exercises teach self-regulation skills that students can use during stressful situations at school and at home. Regular practice reduces overall stress for both students and staff.
Daily practice rewires the brain for calm and focus so students can be ready to learn. Reduced stress primes the brain to be able to retain and demonstrate knowledge.
Evidence-based mindfulness practices have been shown to be a powerful tool in the effort to reduce depression, anxiety, and stress, improving mental health and well-being, from the Inside-Out.
As a CASEL-approved program, Inner Explorer explicitly maps to all five CASEL SEL competencies with lessons and tools integrated into the daily practices throughout the course of the school year. Many of the practices encompass multiple SEL competencies.
Improve connection and calm on campus, making it a place students want to be.
Regular mindfulness practice helps everyone manage emotions better, leading to reduced bullying behavior.
The catch? It takes regular, consistent practice. Which is where we come in. Just Press “Play”.
Designed to Supercharge your brain
...Can't Learn.
Stress comes from many sources, both inside and outside of school. When stress overwhelms and hijacks the brain through the automatic fight-flight-freeze reaction, higher-order thinking takes a back seat, reducing the brain's ability to absorb and retain information. Children in fight-flight may also exhibit lack of impulse control and increased aggressive behaviors, disrupting the classroom environment.
Over time, chronic stress undermines resilience and mental health, which can lead to academic underperformance, chronic absenteeism, substance abuse, and even suicide.
Research suggests that two out of three children experience significant traumas, or Adverse Childhood Experiences (ACEs) that can lead to lasting negative effects on their lives. The brain development of children who live with chronic and toxic stress is negatively impacted, resulting in reduced executive function (EF), heightened stress reactions, social impediments, and inhibited learning.
... are Optimized for Learning.
Daily practice with Inner Explorer strengthens critical brain networks associated with learning and focus. Paying attention in this way also bolsters students' ability to face challenges and adversity with creativity, compassion, and resilience. And mindfulness practice has been shown again and again to improve both physical and mental health, and can even improve immune function.
While we cannot always control the sources of stress, we can learn new ways of coping with them. Mindfulness is a powerful antidote to the long-term negative impacts of stress. Our mission is to help children overcome the barriers to success and happiness.
Our mindfulness practices are aligned with the most widely researched and scientifically-validated mindfulness curriculum, Mindfulness-Based Stress Reduction (MBSR). More than 10,000 studies over 40 years of research demonstrate the wide range of benefits offered by the practice of mindfulness in general.
Inner Explorer is committed to continuous improvement, research partnerships, and self-study. Our program development is guided by mindfulness and education experts and has been proven effective through high quality research.
Bakosh, L., Snow, R., Houlihan, J., Tobias, J., Barbosa-Leiker, C. (2016). Maximizing mindful learning: An innovative mindful awareness intervention improves elementary student's quarterly grades. Journal of Mindfulness.
Bakosh, L., Houlihan, J., Tobias, J., (2018) . Audio-guided mindfulness training in schools and its salutary effect on school attainment: Contributing to theory, practice, and policy. Learning & Instruction.
Dunlap, R. (2023). An Analysis of the Impact of the Inner Explorer Mindfulness Program on Academic Growth of Elementary Students. (pending publication). University of North Carolina- Charlotte.
Lopez, L. Et al (2020). A Randomized Controlled Trial of a Brief Daily Mindfulness Intervention in 39 Head Start Classrooms. (pending publication). University of South Florida.
Treves, I. Et al. (2023) At-Home use of App-Based Mindfulness for Children: A Randomized Active-Controlled Trial. Journal of Mindfulness.
Stager, A. (2022). Determining the degree to which active use of mindfulness with elementary students affects their annual state test scores in math. (pending publication). The University of LaVerne.
