Boston Public Schools in partnership with Ivy Child International, and the City of Boston has developed a “Heal the Healer” training program for city educators and other caregivers to learn mindfulness techniques. The goal is to foster a system-wide blossoming of culturally and linguistically responsive self-care in schools and in partnership with other city agencies. IvyChild and BPS:
Build on the Boston area landscape of mindfulness practices that are part of institutional wellness and self-care efforts.
Create student-led pop-ups with other agencies (e.g., police and firefighters) for the purpose of building awareness of mindfulness.
Serve all of BPS through a range of Professional Development offerings including student-led mindfulness moments
Explore BPS working with select Boston corporate partners on awareness, recognition, and adoption of mindfulness practices centering BPS students as leaders of periodic, regular virtual mindful moments.
Building Awareness for the Project:
Mindful moment pop up demonstrations across the city- led by BPS students demonstrating mindfulness strategies such as Bumble Bee Breathing – builds awareness, enthusiasm, and momentum for the Heal the Healers Project.
The Problem: For many Boston Public Schools students, the classrooms and the educators who lead them are the only places and sources of consistent emotional support in their daily lives. Increasingly our students are experiencing the symptoms of stress and anxiety, and by the time they reach high school, 74% of students nationally are reporting more than one of these negative outcomes each month (APA 2014). Naturally, the social and emotional competencies of our educators and other caregivers in the community impact their ability to support our students. Unfortunately, our educators are increasingly facing their own social and emotional challenges, with 73% nationally reporting they often find work stressful (AFT 2015).
These issues are by no means restricted to the teachers in our students lives, as health and human services workers (NASW 2008) and other adults responsible for our children’s health and safety are working in equally stressful and taxing environments.
The Solution: In order to best serve students and the community, BPS must “Heal the Healers,” providing our educators with the tools, techniques and strategies for promoting the SEL competencies of Self Awareness, Self Management, Decision Making and Social Relations in themselves and their students. Mindfulness practices have been shown to positively impact personal wellness, offering participants of all ages a sustainable way to recognize and manage their stressors, make decisions reflectively rather than reactively, and foster compassion for themselves and others. Ivy Child International’s CARES model provides holistic support for: Caring relationships, Activities and Exercise, Rest and Recharging, Eating and Drinking well, and Safe and Sanitary choices. Once implemented, Ivy Child’s full system-wide program for BPS will be a resource that can engage faculty, staff, and students in the cultivation of mindfulness practices that can also be embedded within the school culture. By partnering with other Boston agencies ranging from Law Enforcement to Public Safety and Health and Human Services, BPS and Ivy Child International will expand this work beyond the classroom to support a Mindful Boston and the many other “Healers” that support our students.
Working with BPS leadership and utilizing a train-the-trainer approach, Ivy Child will pilot Professional Learning Communities in the Central Office among staff that are the “front line of the front line” and with faculty and staff on school campuses. These respective Learning Communities will be the foundation for learning about the effectiveness and principles of mindfulness and compassion as well as for the adoption of an array of mindfulness practices. In the classroom, teachers and learners alike will see that mindfulness practices slow learners and teachers down, enhances focus, and supports metacognition and executive function. With regular and sustained mindfulness practices, everyone in the classroom, other BP workplaces, and in the broader community will take time to reflect on, notice, appreciate and intentionally plan for the Social, Emotional and Academic learning that is naturally taking place when we support children. This work will reduce measurable levels of stress and related negative outcomes amongst our educators and other “Healers” in the community, and most importantly amongst our students, improving classroom learning and strengthening relationships within our Boston communities.
Learn About Eligibility & For What the Funds Can Be Used
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Applicants must be yoga professionals (yoga schools and yoga teachers). Yoga professionals who also teach mindfulness and/or other modalities are also eligible.
Applicants’ income must have been at or below 100% of the Area Median Income (AMI) prior to loss or reduction of income due to the COVID-19 (Coronavirus) crisis
Note: AMI is based on household size
Applicants must demonstrate a loss of income as a result of the COVID-19 (coronavirus) crisis.
Proof of yoga teaching, residency, income eligibility, and proof of loss or reduction of income due to COVID-19 (coronavirus) must be provided.
Immigration status will not be considered in determining eligibility (i.e. undocumented residents are eligible).
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The funds will be allocated for expenses that qualify as basic needs: rent or mortgage and utilities such as food andelectricity. The Fund will also be available to assist with other needs as detailed below.
Approved applicants will receive a minimum of $150 USD and maximum $1750 USD.
Note: The Emergency Relief Fund is not for overdue rent payments, overdue mortgage payments, or overdue utility payments owed prior to the loss or reduction of income due to COVID-19 (Coronavirus).
All applicants will be asked to provide a photo I.D. to prove identity.
[su_spoiler title=”How Do I Provide Proof of Residency, Proof of Income Eligibility, and Proof of Loss / Reduction of Income Due to COVID-19?” open=”no” style=”fancy” icon=”plus-circle”] Proof of residency must be demonstrated with one of the following documents:
A current photo I.D. with address,
A current lease, mortgage statement, or tenant agreement,
School enrollment documentation of a dependent child for the 2019-2020 or 2020-2021 school year
Other valid documentation such as a utility bill for the applicant’s residence dated within the past 30 days or applicant’s current car registration with the applicant’s residence.
Proof of income eligibility must be demonstrated in one of the following ways:
A 2019 income tax return (first page),
A 2018 income tax return (first page) and 2019 year end income statement,
The application does not require government identification numbers, so please delete them or cross them out prior to submitting.
Proof of loss or reduction of income due to COVID-19 must be demonstrated in one of the following ways:
Two pay stubs, one showing income before loss or reduction of income, and one showing income after loss or reduction of income and dated after January 1, 2020,
A letter from current/former employer that indicates change of income due to COVID-19,
A business closure notice from the applicant’s employer dated January 1, 2020 or after,
A tax statement that shows reduction of child support payments since March 1, 2020,
An affidavitfrom a family or child support provider indicating that they are unable to pay applicant because of COVID-19, OR
An affidavitof loss of income and wages since January 1, 2020.
Income reduction may include, but not be limited to: reduction of hours of employment, loss of employment, loss of other income sources (such as reduction or loss of family or child support, or other significant income disruption). Loss of income does not include loss of investment income. See Application Instructions for additional details..
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I continue to teach two weekly yoga classes online on a volunteer basis at no cost. Though this circumstance is not ideal, I am grateful to have this outlet to teach so that I can still connect with others and to not allow my teaching skills to get rusty.
Deepening my practice with consistency and openness for knowledge and new experiences has helped me feel grounded and my heart at ease during these uncertain times.