Pause Breathe Smile and the New Zealand Curriculum

1. Key Competencies: Mindfulness brings an experiential element to learning which foster the key competencies of the NZC as outlined below
2. Learning Areas: The Health and Physical Education, Social Sciences and Science learning areas are clearly linked with each lesson of Pause, Breathe, Smile
3. Te Whare Tapa Whā: An eloquent model of hauora (holistic wellbeing) from a Māori perspective is incorporated within Pause, Breathe, Smile.

Independent thinking

Mindfulness has been shown to increase creativity and independent thinking, and leads to improved knowledge-retention.

Using language, symbols & texts

Mindfulness helps students learn how to use language to improve their wellbeing and their relationships with others. It promotes self-reflection, helps students to learn new ways of describing experiences and improves emotional literacy.

Relating to others

Mindfulness helps students learn to be less judgmental toward themselves and others, and fosters positive relationships.

Managing self

Mindfulness cultivates self-awareness and self-regulation. This allows students to manage themselves better by choosing their behaviours based on mindful attentiveness rather than reacting impulsively.

Participating & contributing

Mindfulness develops empathy and compassion, making it easier for students to connect with others.

Implementing PBS in your school

Teaching staff, principals, guidance counsellors or RTLB can easily complete our thorough training to teach the Pause Breathe Smile Programme.

Pause Breathe Smile Evidence Base

Results from three research studies led by the University of Auckland and AUT University have found that participation in Pause, Breathe, Smile:

• Increases calmness
• Improves focus and attention
• Enhances self-awareness
• Helps develop conflict resolution skills and positive relationships
• Reduces stress for teachers
• Leads to statistically significant increases in wellbeing

Post-intervention research highlights some evidence to suggest these effects were maintained three months after programme completion. Teachers’ observations indicated a general positive response, improvements in social interactions and a genuine sense of calm, suggesting that this programme will help create a positive learning environment and help meet the Wellbeing Indicators for Schools.