Schools Testimonials


"Annie's visit to our school left our staff with a very powerful message about the importance of mindfulness. Her mindfulness training sessions allowed all staff, with a wide range levels of previous experience, to access the course. There were an appropriate amount of links to theory and some excellent examples of sessions that were designed for students of all ages. We will continue our focus on Mindfulness training for staff and students"

Duncan J Stonehouse, Head of School, Bangkok International Prep and Secondary School

Staff comments on INSET Training:

“The whole training is like a breath of fresh air”


“I really think some of these techniques will help”


“Very valuable”

Comments on Taster Sessions for school staff:

"Really useful, helped me think about my responses in the classroom" 


"A good idea - I can see benefits for staff and pupils" 


"Great to take time out and just be - very powerful" 

"All very useful and would like to participate in more sessions"

"A very peaceful and calm way to end the day"

"Found the experience very relaxing, a bit of time for me!"

"Thanks for top tips to relieve stress"

Comments on .b Foundations course for school staff:

"Great, I really enjoyed the course and looked forward to each left me with a calm feeling for the rest of the day. I think it can be really helpful in my life when dealing with stressful situations. It was a team bonding course, even though that was probably not an aim".

Giles, Key stage 1 teacher


"Simply amazing to be my inner self and being"

Jane, teaching assistant and dinner lady


"Initially a bit skeptical and self-conscious but by the end of session 1 I totally embraced it. Really positive, helpful and fun. I have learned to notice things within myself and outside; how to pause and I suppose regain control."

Catherine, acting Head Teacher


"YES, I would recommend this training to colleagues! It has helped me in my working day and outside life to be more aware, accepting and kinder to myself and others. It has a range of activities that will reach out to all."

Linda Ann, Key stage 2 teacher

Teacher comments on courses for pupils:


"The whole school is calmer."

Catherine, acting Head Teacher


"It is something they looked forward to. Some used the practice throughout the week...they enjoyed the activities and the song! It was well positioned for our very young group."

Giles, Key Stage 1 teacher


"The course helped with SATs (calming down)"

Linda Ann, Key stage 2 teacher



In view of sensitivity around identifying children we have not included names or ages with the comments below.

Comments from Key Stage 1 pupils:

"It was good, it was calm" 


"I wish you could come every day" ​

Comments from Key Stage 2 pupils:

"I absolutely loved all the lessons"


"When you get stressed out, do one of the practices"


 "I've learned more about my mind and how I can train it"


"I used the hand practice for my times tables and tests" 


"I learned that if I am worried I can take a minute to breathe and it helps me calm down" 


"I learned how to keep calm and relax. I will keep doing the petal practice, it makes me feel happy" 


"I have learned how to stay calm"​

Comments from Key Stage 3 to 5 students:

"..a massive thank you for all your help.. I am back in practical lessons thanks to everything you've taught me.. still practicing the mindfulness activities every day, and will continue to. Thanks again for everything"  


"I think it is really helping me in difficult situations in my life." 


"Its relaxing, calm and it helps you to be yourself." 



Student comments:

“It’s helpful sometimes if you have to calm down…calm some children down who have autism.”

“I really enjoyed doing the lessons. It got me thinking about how my brain works and how my brain reacts doing many things. In case I’m nervous I definitely do the hand. I’d see children using it when they are nervous, about their first day at school or college.”

“If a child was really stressed, calm down, upset, really panicky, worried or stressed could do the mindfulness to help them calm down.”

Staff Comments about pupils:

“I was impressed how well all the students engaged…students were attentive and focused”

SEN Teaching Assistant

“Using mindfulness at set times throughout the day (daily) would be useful for some of the students as they thrive on routine, using it as a quiet reflective time”

SEN Teaching Assistant

Comment on adapted PAWS.b course for a generic SEN Key Stage 5 class by Amanda Fletcher, Psychotherapist and SEN pastoral lead:

“The programme covered a range of transferable concepts whilst simultaneously teaching the principles of mindfulness. This included somatic awareness of bodily sensations, the idea of thought-action fusion, breathing techniques for self-regulation, the cognitive-behavioural model of thoughts, feelings and actions. The neuroscience of how the brain and body are in dynamic homeostasis and how stopping and allowing the brain to refocus is helpful in preventing over arousal and dysregulation leading to acting out or angry behaviours. By talking about emotional states in an open and ordinary way the young people were able to experience the commonalities and the normalizing of emotional responses and reactions.


In presenting arousal as a bodily state rather than trying to ‘think’ cognitively about reasons for behaviour the pupils were able to explore arousal reducing actions and then gain access to more balanced thoughts. From a mental health and wellbeing perspective this programme offers an extraordinarily comprehensive opportunity to deliver some vital knowledge around sound mental health and help to build resilience without singling out a pupil as having an ‘issue’ that may in itself cause alarm and stigmatise the pupil.


These concepts are often highly emotionally charged but the strength of the programme is that it offers a safe, collaborative and containing space in which to explore the personal significance to each individual member of the group. In my opinion all the pupils gained something from the programme. They were all engaged at some time point, some for the entire forty minutes. All of the pupils could ‘see’ the value in at least one of the mindfulness practices taught – the hand meditation was a favourite. Some of the pupils were able to consider using the practices to self-regulate if they anticipated a stressful situation ahead. They were all able to sustain a three minute practice if asked to and I suspect some of them may well use it spontaneously too.


In conclusion, this programme offers a highly desirable opportunity to present some complex psychological concepts that underpin the message of how to build resilience and broaden the knowledge of how to improve mental health and wellbeing in our young people.”