We live in a world full of distractions. Email notifications, chat messages, calendar reminders, and news or sports updates inundate us multiple times a day. Society seems to equate busyness with productivity. We focus on “doing” far more often than we consider our state of “being”.

As an adult, I have learned the value of pausing, taking a few mindful minutes, and purposefully giving my busy brain a break. A book that has helped me understand the research based benefits of this is Stress Less, Accomplish More by Emily Fletcher. And while taking time to pause proved difficult at first, it has completely shifted the way I think about students. If I, with years of practice and perspective, still struggle to unplug from “go mode,” imagine how overwhelming it can feel for a child navigating a school day filled with transitions, instructions, and expectations.

Our students are constantly moving from one thing to the next: math to recess, reading groups to science, homework to sports practice. Rarely do they get a chance to simply stop, breathe, and process. But the reality is, our brains need that downtime. Without it, students (and adults) miss opportunities to reflect, make connections, and engage creatively. Over the years, I have read multiple articles about the cognitive benefits of daydreaming, boredom, and stillness.

Building Pause Points in the Classroom

Creating intentional pauses in the classroom doesn’t require big shifts or elaborate planning. Often, it’s the small moments that make the biggest difference. Here are some ways you can weave purposeful pauses into your day:

• Start with a Pause Point. Before diving into the lesson, invite students to close their eyes, take a breath, and notice how they’re feeling. Even thirty seconds of quiet can reset the energy in the room. (Note: I do not like to require students to close their eyes. A suggested phrase to use is, “You may close your eyes if you prefer…”
• Micro-breaks between activities. Before transitioning from one subject to another, give students a quick moment to stretch, doodle, or simply sit silently before moving on. These breaks help brains switch gears. And it can take a mere 30 seconds.
• Silent Starts or Ends. Consider beginning or ending class with two minutes of quiet journaling or reflection. Students can jot down one thing they learned, one question they still have, or one word that describes how they’re feeling.
• Predictable rhythms. The brain seeks patterns and structure. Anchor pauses into the schedule, such as after recess, after lunch, before tests. Students thrive when they know these moments are built into the routine.
• Content connections. Pausing doesn’t have to be separate from academics. In ELA, let students pause to picture the imagery in a poem. In history, pause to imagine the perspective of someone living in that era. In science, pause to simply observe before rushing into explanations.

From Doing to Being

When we create space for stillness, we remind our students, and ourselves, that learning is not just about racing through content. Rather, it is about taking time to notice, reflect, and be fully present in the moment. Sometimes the most productive thing we can do in our classrooms is to pause.

Interested in more information about self-care for educators and students? Check out a throwback blogpost: Self-Care for Students: Start with Educators (SEL & UDL for ALL Learners)