MindUP is composed of a framework of 15 lessons taught throughout the school year. Pupils learn about the neuroscience of their brain, how to self regulate their behaviour and mindfully engage in focused concentration required for academic success.

MindUP was introduced to Scoil Íosagáin in 2018 and was incorporated into the Social Personal and Health Education (SPHE) curriculum in 2019/20.

MindUP aims to build resilience, reduce stress and anxiety, improve concentration and academic performance. As children develop an understanding of the brain science linking emotions, thoughts and behaviours they apply this knowledge and understanding to managing their emotions and behaviour more effectively. They develop greater empathy for others and are more optimistic and happy.

We deliver MindUP lessons over a 2 year cycle. All 15 lessons are taught to Junior Infants, 1st Class, 3rd Class and 5th Class.

We do, however, embed MindUP across the whole school in all classes and settings using the following practices:                                                                                                                                          

  • We have twice daily brain breaks in all classes Brain Break with Mrs Callaghan

  • We integrate mindful sensing in other areas of the curriculum and through daily incidental opportunities (eg mindful eating at breaktime, mindful listening for one minute during the day, mindful looking while on nature walk or even on way to the library etc) 

  • We compile a ‘Feelings’ word bank to develop emotional literacy.

  • We practise “Perspective Taking” using stories/novels/historical fiction to discuss an event from a different point of view, one rarely examined (eg Fractured Fairytales). 

  • We use the idea of Green and Red Thoughts across all classes. We discuss the idea of self-talk and optimistic outlook/language vs pessimistic outlook/language.  

  • We promote the use of the language of a growth mindset. 

  • We exemplify desirable traits (eg perseverance, hard work, failure leading to  eventual success) in our study of sports people/scientists/musicians etc. 

  • We use the language of MindUP/neuroscience when praising choices/ persistence/ progress made:

eg. “Well done. You didn’t flip your lid. You made sure your PFC was in charge.”

  “You used great strategies there.”

 “Maith Thú! You’re not there yet, but you’re getting there.”

  • We recall/remember “Happy Experiences/Memories”

(Eg, we display of photos of fun days/activities/good news/friends laughing and having fun etc)

Our Gratitude Diary - 3rd-6th Classes

  • We aim to increase our regular practice of gratitude through (quiet) prayer in morning or through a celebratory ‘Gratitude Round’ at end of every Circle Time. We also use our Gratitude Diary on a daily basis.

  • We encourage (random) acts of kindness through implementation of our Discipline and Anti-Bullying Policies.

eg.‘Catching’ children being kind. Awarding of ribbons for kind deeds etc

  • We encourage/exemplify kindness through delivery of RE programme.

  • We encourage the giving of compliments. (Compliments should aim to praise another child’s effort or behaviour, rather than physical appearance).

  • We use of the ‘Bucket-filling’ analogy to promote a feel-good factor, raise self-esteem and the idea that kindness begets kindness, by telling the children that they’ve “filled our buckets” when they’ve spoken kindly to others, performed an act of kindness etc.

  • We link ‘Mindful Action in the World’ to ‘Developing Citizenship’ activities in other areas of the curriculum such as RE/Geography. (Local environmental projects that the children are involved in and the Shoebox campaign are good examples). 

  • We use class mottoes/positive affirmations which are referred to frequently. (eg. ‘Treat others as you would like to be treated’ or ‘I am a good friend’ etc).