Intentional Stillness & Sleep
This lesson explores the specific link between intentional stillness and sleep quality. Students learn why sleep is especially important for teenagers, discuss recommended sleep hours and the consequences of sleep deprivation, and practise intentional stillness techniques designed to prepare the mind and body for rest.
Learning Outcomes
Outcome 1:
Explore the link between intentional stillness and sleep.
Outcome 2:
Discuss the importance of sleep.
Outcome 3:
Practise intentional stillness that can help me prepare for a good night's sleep.
What's included
A quick look at the classroom-ready resources that come with this lesson.
Available after purchase
Available after purchase
Available after purchase
Contributing Experts
People who helped produce this lesson.
Dr John Coleman
Dr John Coleman, OBE, is a world-renowned psychologist and leading authority on adolescent development, distinguished by a career spanning clinical practice, academic research, and government advisory. A former Senior Research Fellow at the University of Oxford, he has authored numerous definitive texts on the teenage brain and youth health. In recognition of his international impact and lifelong service to young people, he was awarded an OBE by Queen Elizabeth II.
Amy Bradshaw
Amy Bradshaw is an strategic school leader with 20+ years experience. Multi Academy Trust Mental Health and Wellbeing Lead and teaching experience at every stage. Qualified Mindfulness practitioner for adults and children and Bounce Forward Associate Trainer. Amy is passionate about making mental health the golden thread that runs through the heart of school and communities.
About the Organisation
Bounce Forward is the UK’s psychological-fitness charity.
We help children and young people — and the adults and environments around them — develop the understanding, skills and shared language to regulate, recover and adapt through challenge, change and everyday life.
Our work brings together mental resilience and emotional wellbeing, shifting the focus upstream: building capability before crisis, rather than waiting for something to go wrong. We translate evidence from psychology, resilience research, cognitive behavioural approaches and positive psychology into practical learning that can be taught, modelled and used in real life.
From evidence-informed curricula and staff development to family support and whole-community approaches, our work recognises that young people do not develop in isolation. What happens around a young person shapes what becomes possible within them.
Everything we create is practical, grounded in evidence and designed to build something that lasts — psychologically fit people and communities, better prepared to meet life.