This paper explores how a mindfulness approach can support young
children’s well-being in nursery schools. The research draws on a small scale
qualitative research project with four maintained nursery schools in
the South of England. In total there were 33 participants including 5 early
years professionals and 27 children aged between 3 and 4 years. An
action research approach was adopted involving the nursery schools in
each stage of the project. Mixed methods were used including semi-structured
interviews, narrative observations, and reflective journals. In
line with previous research, the findings from this study suggest that
mindfulness supports children’s well-being and self-regulation. Key
factors integral to the success of the project included: the role of the
mindfulness champion; high-quality training, and an adaptable and
flexible approach. In conclusion it is argued that mindfulness practices
are an appropriate way of supporting children’s well-being in the early
years; and that a Train The Trainer [TTT] approach is cost effective and
sustainable.