2026 Conference Archive

Implementing Mindfulness Activities into Secondary Mathematics Classrooms to Reduce Math Anxiety

Format

Individual Presentation

First Presenter's Institution

Clemson University

First Presenter’s Email Address

kayladlayman@gmail.com

First Presenter's Brief Biography

Kayla is a dedicated educator, mentor, and coach with a strong commitment to supporting students’ academic and emotional well-being. With several years of classroom experience, Kayla currently teaches mathematics while pursuing her Ph.D. in Teaching and Learning at Clemson University. Her research focuses on the impact of mindful activities in reducing math anxiety, exploring how intentional SEL practices can transform the learning experience for students who struggle with confidence in quantitative spaces. Kayla integrates mindfulness, reflection, and relationship-centered strategies into her daily teaching and coaching, aiming to create spaces where all learners feel seen, capable, and supported. She is passionate about helping both students and educators navigate challenges with compassion and resilience.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Scarbrough 3

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

This session supports both the “Heart” and “Health” pillars of the 5 H framework. Rooted in research on mindfulness and math anxiety, my presentation explores how mindful practices can nurture students’ social and emotional development (“Heart”) while also promoting their mental health and well-being (“Health”). Math anxiety is a widespread yet often overlooked barrier that affects students’ confidence, self-worth, and ability to engage academically. By incorporating mindful activities into the classroom, educators can provide students with practical tools for managing stress, building resilience, and creating a sense of emotional safety- protective factors that are especially vital for children experiencing adversity.

Brief Program Description

Many of our students suffer from some level of anxiety, whether low or high, as their stories can be so hard. Navigating anxiety in coursework seems challenging but it is not impossible. Join me today to discuss the evidence behind how mindfulness works to manage and decrease these feelings, and ideas of implementation in your own classroom.

Summary

This session explores the implementation of mindfulness activities in secondary mathematics classrooms as a practical approach to supporting students’ mental health and reducing math anxiety. Rooted in a classroom-based research study, this presentation highlights the impact of mindfulness on student well-being, particularly among youth experiencing academic stress, low confidence in mathematics, or emotional dysregulation in learning environments.

Participants will learn about a 9-week project called Mindful Mondays in Math Class, which featured a new mindfulness experience each week including art-based activities (such as watercoloring and mindful coloring), sensory grounding strategies, journaling, self-compassion games, and guided breathing and stretching exercises. The session will share both quantitative and qualitative findings that demonstrate the effectiveness of these strategies in improving student mood, reducing anxiety, and fostering a more emotionally safe classroom climate.

Aligned with the “Health” and “Heart” domains of the 5H framework, this session emphasizes mental health support and emotional skill development in ways that are low-cost, inclusive, and easily implementable by educators. The project draws on trauma-informed research, acknowledging how students carry stress from external conditions (e.g., the COVID-19 pandemic, academic pressure, familial stress) that affect their readiness to learn. Attendees will leave with a toolkit of take-home strategies, including sample mindful activities, reflection prompts, and practical tips for integrating SEL into content instruction; especially in high-pressure subjects like mathematics.

The presentation will support educators in creating more mindful, responsive, and supportive learning environments for all students, particularly those navigating internalized academic anxiety or external adversity. No prior experience with mindfulness is required.

Evidence

My Master's Project: My Master’s Project

I am still collecting data as I advance in my PhD program, but that is the majority of it thus far.

Learning Objective 1

Participants will be able to examine the emotional and cognitive impact of math anxiety on student learning and participation.

Learning Objective 2

Participants will be able to explore low-cost, low-prep mindfulness activities that can be used to foster emotional regulation and focus in academic settings.

Learning Objective 3

Participants will be able to reflect on how person-first, emotionally responsive teaching can build student trust, connection, and academic resilience.

Keyword Descriptors

mindfulness, anxiety, mental health, social emotional learning, trauma-informed practices, classroom strategies

Presentation Year

2026

Start Date

3-3-2026 2:45 PM

End Date

3-3-2026 4:00 PM

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Mar 3rd, 2:45 PM Mar 3rd, 4:00 PM

Implementing Mindfulness Activities into Secondary Mathematics Classrooms to Reduce Math Anxiety

Scarbrough 3

Many of our students suffer from some level of anxiety, whether low or high, as their stories can be so hard. Navigating anxiety in coursework seems challenging but it is not impossible. Join me today to discuss the evidence behind how mindfulness works to manage and decrease these feelings, and ideas of implementation in your own classroom.