Located at the nexus of research, theory, and practice, the Contemplative Teaching and Learning (CTL) Initiative works to develop the field of contemplative education for K-12 educators and classrooms. The Garrison Institute’s Contemplative Teaching and Learning (CTL) Initiative works to develop the field of contemplative teaching and learning for K-12 educators and classrooms. These methods help
improve student academic performance, reduce teacher burnout and create healthy school environments. CTL hosts high-level forums that facilitate dialogue among educators, scientists, funders and policy makers, about the development and implementation of contemplative- based teacher trainings, classroom pilot programs, publications and other resources for educators, researchers, teachers and schools. As CTL continues to grow and support this emerging field, it can help redress the ongoing crisis in American education. Today nearly half of all K-12 teachers quit during their first five years, a quarter of students don’t graduate from high school (percentages are much higher among minorities) and five percent of schools are labeled as failing (percentages are much higher in urban areas). The growth of contemplative education can help keep teachers teaching, keep students learning and help schools succeed. Contemplative practices strengthen skills such as attunement with others, emotional self-regulation, awareness, resilience, flexibility, insight, empathy, intuition and morality. Building these skills enhances a broad range of K-12 educational outcomes, from academic achievement to social and emotional learning.
