My credentials

I am fully DBS checked and insured to deliver mindfulness sessions within schools.

Quiet Little Minds was created because over time, I became increasingly aware of the growing pressures facing children today and the impact that constant online stimulation, social pressures and fast-paced modern life can have on young minds.

Children are growing up in a world where they are continually bombarded by outside influences, often leaving them feeling overwhelmed, anxious or unable to switch off. Now more than ever, children need simple, practical tools to help them feel calm, confident and emotionally secure.

At Quiet Little Minds, I support children aged 6–9 to:

• build emotional resilience, 
• improve concentration and focus, 
• develop self-awareness, 
• and learn calming strategies they can use both in and outside the classroom. 

Sessions are designed specifically for primary-aged children and are engaging, nurturing and age-appropriate. Through mindfulness activities, breathing techniques, movement, storytelling and relaxation exercises, children are encouraged to explore their feelings in a safe and positive way while developing lifelong wellbeing skills.

My aim is to help create calmer classrooms, support emotional wellbeing and give children practical tools they can carry with them as they grow.

Unsing interactive mindfulness sessions are designed specifically for primary-aged children and include breathing exercises, movement, visualisation, and relaxation techniques that are fun, accessible and easy to apply during the school day.

”But it’s really just paying careful attention to your body, your thoughts, and what’s around you. And it can give children techniques for calming themselves down when their emotions feel out of control. 

“At Quiet Little Minds, we support children aged 6–9 to build emotional resilience, improve concentration and develop calming strategies they can use both in and outside the classroom.

Our interactive mindfulness sessions are designed specifically for primary-aged children and include breathing exercises, movement, visualisation, and relaxation techniques that are fun, accessible and easy to apply during the school day.

”But it’s really just paying careful attention to your body, your thoughts, and what’s around you. And it can give children techniques for calming themselves down when their emotions feel out of control. Mindfulness is a simple and powerful tool to quiet the mind and deal with stress. And children can do it, often better than adults!

Mindfulness is great for any child who has a hard time paying attention. It helps kids get a grip on their feelings and what they are thinking about in 'that moment'. 

Mindfulness can help with transition times, when children can often have trouble shifting their focus from something they’re involved in to something new. It can disrupt meltdowns and stop fights.

Starting children off with mindfulness skills early on can also make things easier for them and their teachers as they get older. It turns behavior problems into times they and their teachers can learn. Teachers learn to ask questions like, “Was that a mindful decision? Did you think about that choice?” They can also remind kids to simply stop and breathe. When kids and teachers have mindfulness language in common, they can use those skills to cope when stressful situations arise.

The ultimate goal of mindfulness is to teach kids and teens to have awareness of their emotions and then to learn how to better control them.Hello. My name is Linda Jones a qualified Mindfulness Coach for children aged 6-9.

After spending sevral years Counselling Adults. I decided to re-train and become a Mindfulness Coach for Children. I have now set up my compnay  Quiet Little Minds, and would like to offer you the opportunity to help your pupisl manage everyday stress.  A ten or twenty-minute daily mindfulness practice can see students reduce stress and anxiety, increase concentration and engagement, sleep better, improve social skills, and develop problem-solving and decision-making skills. 

I help children develop calm, confidence and emotional resilience through creative mindfulness activities designed especially for young minds.

Our sessions combine breathing techniques, mindful movement, visualisation, relaxation and emotional awareness in a fun and engaging way that children genuinely enjoy.

I believe every child deserves moments of calm in today’s busy world.

I am now bringing Mindfulness to Children in Junior schools in Dorset.

The positive benefits of teaching mindfulness to children have been proven across a number of studies. Incorporating mindfulness into everyday classroom activity is becoming more and more common. A five or ten-minute daily mindfulness practice can see students reduce stress and anxiety, increase concentration and engagement, sleep better, improve social skills, and develop problem-solving and decision-making skills.

Mindfulness is necessary in the classroom and early stages to build emotional regulation, resilience against stress, and improved focus, directly aiding academic performance and mental health. It equips children with tools to navigate social anxiety, reduce conflicts, and increase self-awareness, allowing them to manage intense emotions like anger or frustration constructively. [1, 2, 3, 4, 5]Key benefits of mindfulness in education include:

• Improved Cognitive Control: Regular practice enhances attention spans and helps children transition between tasks, improving executive functions necessary for planning and problem-solving.
• Emotional Regulation and Calm: Techniques like deep breathing help children break cycles of negative emotion, reducing behavioral issues and fostering a calm atmosphere.
• Building Resilience and Empathy: It fosters resilience against school-related stress and improves peer relationships by nurturing empathy, self-awareness, and non-judgmental acceptance.
• Enhanced Social/Emotional Learning: It supports school-wide initiatives by strengthening self-management, self-awareness, and responsible decision-making. [1, 2, 3, 4, 5, 6, 7]