Intentional Stillness: Using Intentional Stillness to Aid Sleep Primary
Students explore the connection between stillness, relaxation, and sleep quality. This lesson provides evidence-based strategies for using intentional stillness to improve sleep hygiene, helping students understand why good sleep is fundamental to mental health and how to create better pre-sleep routines.
Learning Outcomes
Outcome 1:
Understand the importance of sleep for mental and physical health
Outcome 2:
Identify common barriers to good sleep (screen use, stress, poor routines)
Outcome 3:
Apply intentional stillness techniques specifically designed to aid sleep onset
Outcome 4:
Design a personalised pre-sleep stillness routine
What's included
A quick look at the classroom-ready resources that come with this lesson.
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.