Mindfulness teacher Liverpool

Case-study 1 - Child M - 7years old - ASD



Prior to attending the course 'M' would struggle to accept boundaries. He would challenge behaviour strategies which had been put in place for him. When told NO in class his behaviour would escalate at times standing on tables, throwing objects and hitting out at people.


If M now displays behaviour that could have a negative impact he is reminded about his breathing. Staff from class talk to him about his feelings, M listens to them and welcomes support to aid his self-regulation. His outbursts have minimised, his posture has improved along with his ability to concentrate in class.

M responded really well to encouragement and positive praise from staff. He enjoyed sharing his thoughts with the other pupils and listened when others spoke about theirs.

Outside of Sessions Observations made.


M was in the corridor, angry shouting at staff member L, refusing to come back into the classroom.  Staff member N was walking along corridor and asked child M to listen carefully and she knelt beside him. N asked him to show L his warrior pose. Kneeling behind him she supported him to hold the pose and held his hand to his chest to feel his fast heart. By using Mindfulness breathing techniques to slow down our heart rate, M quickly regulated his breathing.  L praised him for applying what he had learnt from his Mindfulness teacher and asked him to help her learn and he then returned to class.



To decrease the impact that stress has on children living with neuro-developmental conditions, emotional and mental health conditions/issues. 

Our objective is to support participants to discover fundamental, transformative new learning. 

Using mindfulness tools and techniques we hope to support children/young people to discover alternative, holistic self-management techniques and coping strategies that will enable them to thrive to the best of their capabilities. 

Our programmes help support children to become emotionally resilient and learner ready.

Programme content

  • breath work

  • emotional intelligence 

  • self-awareness

Case-study 2 - Child A - 8 years old - ASD


A is a pupil who experiences high levels of anxiety, he will question staff repeatedly. A can be impulsive when upset and hit out at others including pupils. 


During the first session he displayed high levels of anxiety; fast breathing, questioning, quick movements of limbs and eyes. The volume of his voice increased and ability to listen was understandably poor.


Despite all this A took part in all of the session and staff could physically see a reduction in his breathing rate

Staffs Observations - 

A has completely changed since the start of the course.


He is more aware of his emotions and will ask for support to regulate. At times he has self-regulated using the breathing techniques.

Class staff have seen an increase in confidence.

Case-study 3 - child P - 8years old - ADHD


P has some challenging, habitual behaviours that limit his social progression. Concentration and focus extremely low. His emotional understanding and self-awareness were low at the onset of this programme.

Child P made significant progress during this programme;

  • increased concentration

  • increased focus

  • enhanced balance and stability

  • increased emotional understanding

  • increased self-esteem

  • recognition of responsibility of own words

  • increased understanding of own positive and negative behaviour and language and the impact this has

  • increased ability to self-manage frustration/anger in challenging situations using breathing techniques

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