Less Disruption. More Learning.
The benefits of daily Peace Pauses in the early learning space.
Every day, 40, 50 or 100 children arrive at your centre and up to 10, 20, 30+ educators arrive too. Each person comes with their own ‘morning story’ and the only story you know is yours...
Some children may arrive with separation anxiety, some may be angry after a morning temper tantrum, and some may be feeling worried or sad after hearing their parents argue. And your colleagues? Some may arrive feeling stressed about a sick family member, or irritated with their partner or child, or anxious about documentation that hasn’t been completed.
Each day multiple stories converge upon this one environment – a classroom space where every moment presents an opportunity for learning, growth and development.
The classroom climate plays a significant role in determining how effective this learning can be, and minimising disruptions benefits everyone - children and educators alike. Less disruption creates a calmer, more attentive learning space with more time for teaching, less stress for educators, and better quality outcomes for the centre.
By addressing stress - a common challenge for both children and educators - and integrating regular daily Peace Pauses - grounded in movement, breath, and mindfulness - into routines, classrooms can become safe, calm havens of meaningful learning and holistic growth.
The Impact of Stress on Teaching and Learning
Stress is an inevitable part of life, affecting everyone, from the youngest child to the most seasoned educator. For children, stress might stem from unfamiliar routines, home instability, social challenges, or unmet physical and emotional needs. For educators, it often arises from managing multiple responsibilities, meeting curriculum / documentation expectations, and navigating the complexities of group dynamics, challenging behaviours and neuro-diversity (not to mention personal life challenges!).
When stress infiltrates the classroom, its effects can be profound. For children, stress may impair their ability to focus, process information, and engage with their peers and teachers. Stress activates the body’s fight-or-flight response, which, while useful in emergencies, can be detrimental to cognitive functions such as memory, problem-solving, and self-regulation. Disruptions, whether caused by overstimulated children or reactive responses from educators, further exacerbate these challenges, creating a cycle of stress that impedes learning.
For educators, stress can lead to reduced patience, a diminished capacity to respond empathically to children’s needs, emotional and/or physical dis-ease and burnout. The emotional toll of constant disruptions and heightened demands often leaves educators feeling overwhelmed, which can affect their teaching effectiveness and overall well-being. Moreover, a stressed educator’s energy can unintentionally amplify the stress levels of their children, creating a feedback loop that undermines the quality of the learning environment.
The Power of Peace Pauses – daily Movement, Breath, and Mindfulness
To break this cycle and cultivate a classroom with fewer disruptions, it is essential to address stress proactively. Incorporating Peace Pauses - grounded in movement, breath, and mindfulness - into daily routines, provides a simple yet powerful way to create a calmer, more focused, and harmonious environment.
Peace Pauses help to turn off the Stress Response and turn on the Relaxation Response, offering everyone the opportunity to shift their nervous system from Sympathetic Dominance (fight/flight/freeze) to Para-Sympathetic Dominance (rest and digest).
In just a few minutes, a Peace Pause encourages everyone to pause, move, up or down regulate, re-oxygenate their brain and body, shift energy, and release tension. They help children to bring their attention and awareness into the present moment and find the balance between calm and alert. It’s within this ‘just right’ space that they are better able to self-regulate, be curious, attentive and focussed, and are ready to listen, learn and play.
Why Movement, Breath and Mindfulness?
Movement
Physical activity is a natural stress reliever, helping children and educators alike to release tension and refocus their energy. Whether structured (yoga, dance, sport) or unstructured (free play), moving helps children self-regulate, develop body awareness and coordination, expend excess energy and return to tasks with renewed concentration. When educators participate in these activities, it can help to release stuck energy and muscular tension, and be a moment of shared joy and connection, reinforcing positive relationships in the classroom.
Breath
Breathing is the only physiological system in your body that you can consciously control – it’s like magic! Breathing mindfully allows you to respond wisely and adapt to situations with calm and reason. Mindful breathing – to either calm or energise - regulates the nervous system and helps everyone to ground themselves in the present moment. Peace Pauses that incorporate mindful breathwork can be integrated into transitions, circle time, or moments of heightened emotion, providing a steadying anchor that reduces the likelihood of disruptions.
Mindfulness
Peace Pauses include mindfulness practices to encourage present moment awareness without judgment. For children, mindful activities can involve a mindful walk, listening to an Imagination Vacation (a guided visualisation), observing nature, or practicing gratitude. These experiences help children develop emotional regulation, resilience, and empathy. For educators, mindfulness offers a way to manage stress, enhance focus, and respond thoughtfully rather than reactively to challenges. When mindfulness becomes a shared practice in the classroom, it fosters a sense of collective calm and attentiveness.
Less Disruption. More Learning.
Implementing movement, breath, and mindful experiences can transform the classroom dynamic, leading to fewer disruptions and more meaningful learning experiences. By embedding Peace Pause rituals into the daily program, everyone is encouraged to pause, reflect and respond to how they’re feeling. This sets the tone for a balanced and intentional environment which not only supports children’s cognitive and emotional development but also reduces everyone’s overall stress.
Moreover, a disruption-free classroom allows for deeper engagement with learning activities and increased pro-social behaviour. Children are better able to focus, collaborate, and explore when they feel calm, safe and supported. Educators, in turn, can dedicate more energy to fostering curiosity, creativity, and critical thinking rather than managing behaviour challenges. Over time, this creates a virtuous cycle where positive interactions and outcomes reinforce one another, contributing to the overall quality of the learning centre.
Integrating Peace Pauses into your program
1. Start Small: Peace Pauses can be anything from 90 seconds of balloon belly breathing, a 5-minute combination of mindful breathing and movement or a longer guided visualisation.
2. Be Consistent: Offer Peace Pauses every day and throughout the day. Some may be scheduled - at the start of the day or during transitions - others may happen spontaneously when the group is becoming rowdy, or a couple of children are having challenges.
3. Model the Practices: Peace Pauses are for everyone! When educators actively engage and share how they are feeling, it helps to minimises their own stress and encourages the children to engage fully too.
4. Create a Calm Space: Designate an area of the classroom as a ‘Peace Pause Corner’ where children can breathe mindfully, engage with sensory tools, practice yoga poses or take a moment to reset.
5. Celebrate Progress: Acknowledge and celebrate the small victories, such as children’s increased focus and growing ability to share how they’re feeling, or the collective energy shift in the classroom.
Conclusion
The goal behind minimising disruption in early childhood classrooms is not just to manage challenging behaviours; it’s about creating an environment where stress is acknowledged and addressed proactively. By incorporating Peace Pauses into daily routines, educators can cultivate a space that reduces stress for everyone, nurtures kindness and pro-social behaviour, promotes learning, and enhances the overall quality of the centre.When children and educators thrive together, the classroom becomes a place of jo y, growth, and limitless potential.
Author: Beth Borowsky is a former Montessori pre-school teacher and lecturer, and one of Sydney’s most inspiring kids and adult yoga teachers, teacher trainers and retreat leaders. As the Founder and Head of Wellbeing Education at The Karma Class, she teaches educators how to weave daily Peace Pauses into every day through their Karma Classroom PD.