ABSTRACT
Children and youths are undeniable determiners of peace and stability and assets of any nation. They are future leaders and cornerstones to societal transformation. For a better tomorrow, it is imperative to recognize and nurture the talents of the children and youths, and also identify their challenges and counter them. The number of youth is steadily increasing in every part of the globe and a lot must be invested in youths to secure promising returns. Adverse childhood experiences (ACEs), though differ, range from 33% to 88% across countries, impacting all dimensions of life, including health and well-being across lifespans. The prevention of ACEs and promotion of positive childhood experiences (PCEs) and resilience could improve health and well-being and better citizens. The broad objective of this chapter is to provide a broad guideline for organizing trainings for school teachers on promotion of Buddhist philosophy, mindfulness, and life skill education among school students, to enhance their coping skills (resilience) and deal with adversities in life such as crises and disaster. Mindful practice is one of the core values of the psychological well-being of children and youth. Everyday school activities based on guided meditation sessions in the morning assemblies, classrooms, and other gatherings are found to be very beneficial to improve the attention span, skills for conflict resolution, empathy, and calmness among children. An example on the blend of scientific and Buddhist approaches to adversities applied in the schools of Bhutan is provided. Understanding interdependence over independence, impermanence, and exercises of value and life skill-based education, SBFC practitioners using mindfulness practices could potentially facilitate children to grow and become productive and responsible individuals who are resilient in situations of crisis and disaster.
