Mindfulness Now/ UK College of Mindfulness Meditation

01/04/2026

Why CPD Matters for Mindfulness Teachers

As mindfulness teachers, our work is deeply rooted in presence, compassion, and authenticity. But just like any meaningful practice, it needs nurturing and ongoing development.

Continuing Professional Development (CPD) isn’t just a requirement—it’s an opportunity.

It helps us deepen our personal practice
Keeps our teaching fresh, relevant, and evidence-informed
Builds confidence when supporting diverse groups and complex needs
Strengthens our ethical foundation and professional integrity

Mindfulness is constantly evolving, and so are the people we serve. Engaging in CPD allows us to stay connected, inspired, and responsive—ensuring we offer the highest quality support to others.

Whether you're newly qualified or an experienced practitioner, investing in your growth is one of the most powerful ways to support both yourself and your students.

Explore our range of mindfulness CPD opportunities here: https://mindfulnessnow.org.uk/uk-college-continuing-professional-development-cpd/

Continuing Professional Development (CPD) The UK College is committed to providing a programme of CPD training opportunities which are open to all teachers of mindfulness. Mindfulness teachers and are required to maintain their Continuing Professional Development (CPD) in order to uphold their profe...

01/04/2026

Read the latest edition of our publication 'The breathing space' here. In this issue, we explore the many ways mindfulness touches and transforms our lives — through change, nature, faith, the senses, and the quiet moments that invite us home to ourselves. CLICK HERE TO READ ----

https://mindfulnessnow.org.uk/wp-content/uploads/2025/11/Breathing-Space-Issue-38-2025.pdf

01/04/2026

26/02/2026

Mindfulness and the Principle of Inclusion

Mindfulness teaching is rooted in values of awareness, compassion and interconnectedness. As the field continues to develop, there is increasing reflection on how those values are expressed structurally within teacher training and professional pathways.

In many regions, mindfulness teaching does not yet fully reflect the diversity of the communities it serves. This is not unique to mindfulness; it mirrors broader patterns within education and wellbeing professions.

However, as a growing professional field, mindfulness has an opportunity to respond intentionally...

https://mindfulnessteachers.org.uk/inclusivity-and-accessibility-in-mindfulness-teaching-broadening-pathways-and-representation/

Exploring inclusivity and accessibility in mindfulness teaching and teacher training, including representation, neurodiversity, disability access and equitable pathways into the profession.

23/02/2026

Hello everyone,
We’re sharing an important survey with our Mindfulness Now community — something that is very close to our hearts.

At Mindfulness Now, we are truly passionate about making mindfulness as accessible, inclusive, and welcoming as possible. As mindfulness teachers, we are committed to creating spaces that are compassionate, respectful, and affirming for everyone.

Survey title: Inclusion for Transgender, Non-Binary and Gender-Non-Conforming (GNC) people within Mindfulness

This survey seeks to explore how inclusion for Transgender, Non-Binary and Gender-Non-Conforming (GNC) people is currently being understood and supported within mindfulness teaching and practice — and in particular within Mindfulness Now. Our aim is to listen, learn, and better understand how we, as a community of teachers and trainers, can continue to ensure that mindfulness spaces are safe, respectful and affirming for all identities and lived experiences.

There are two parallel surveys:
1) A survey for mindfulness teachers
Focused on how inclusion is understood and supported in teaching, training and delivery.
2) A survey for community members / learners
Focused on experiences of learning mindfulness as a Transgender, Non-Binary or GNC person — and/or anyone who has experience of mindfulness in any form and would like to share reflections on inclusion.

We are open to hearing about all experiences you may wish to share.

Confidentiality - All responses are anonymous and will be treated with care and confidentiality. Your insights will help inform ongoing conversations around inclusion, representation and accessibility within mindfulness training, delivery and community engagement.

Thank you so much for contributing to this important reflection and collective learning process.

Click here to find out more and to take part in the mindfulness teacher's survey - https://forms.gle/TvuwThHGZLwgqRvq7

❤️🩷💛💚💙

Thank you for taking the time to complete this survey. As mindfulness teachers, we are committed to creating spaces that are welcoming, compassionate and inclusive for everyone. This survey seeks to explore how inclusion for Transgender, Non-Binary and Gender-Non-Conforming (GNC) people is currently...

29/01/2026

🌟 We are so proud of our graduate Claire Sankey! 🌟

At Mindfulness Now, it fills us with joy to see our graduates out in the world making such a meaningful difference — and Claire is truly doing just that.

Claire has been delivering wonderful mindfulness classes in Salisbury, supporting others with compassion, care, and presence. Her inspiring work was recently featured on ITV News, highlighting the positive impact mindfulness is having in her community.

👏 Claire, we are so proud of everything you are doing. Congratulations on this amazing recognition — and thank you for continuing to share mindfulness so beautifully.

You can watch the ITV feature here:
https://youtu.be/s661NtPLXk8?si=jcjP5OlurwNWidcg

💙 Well done Claire — what an inspiration!


https://youtu.be/s661NtPLXk8?si=jcjP5OlurwNWidcg

On Monday 13th January 2025 I was featured in an ITV News piece about mindfulness teaching a session and a short interview. This was filmed at the beautiful ...

15/11/2025

Mindfulness Teachers – Your Support Is Really Appreciated!

We are running a survey to better understand the experiences of neurodivergent mindfulness learners — what helps, what challenges they face, and how we can make mindfulness programmes like the Mindfulness Now 8 week programme more inclusive and supportive.

If you identify as neurodivergent, we'd love for you to take part in the survey.

And if you are a mindfulness teacher please share it with your mindfulness participants and learners.

Your insights will help improve how we teach mindfulness and create more accessible learning environments for everyone.

Thank you so much for your support. 💚

Survey link:

Welcome to the Neurodivergent Mindfulness Experiences Survey Thank you for taking part in this survey. We want to better understand what it’s like for neurodivergent people to learn mindfulness—what helps, what gets in the way, and what changes could make mindfulness programmes more accessible, ...

10/11/2025

“The obstacle on the path becomes the path. Never forget, within every obstacle is an opportunity to practice.”
— Marcus Aurelius

This phrase from the Stoic philosopher Marcus Aurelius has inspired generations of thinkers, leaders, and practitioners. At first glance, it may seem counterintuitive: how can the difficulties, frustrations, and challenges we encounter become the very thing that guides us forward? Yet this idea resonates profoundly with mindfulness practice, particularly for Mindfulness Now teachers and the participants they support....
https://mindfulnessnow.org.uk/the-obstacle-is-the-way-mindfulness-in-action/

The obstacle on the path becomes the path. Never forget, within every obstacle is an opportunity to practice mindfulness.

06/11/2025

Ungloving Ourselves: A Reflection on Mark Nepo’s Wisdom for Mindfulness and Compassion Teachers

In this reflection inspired by poet and philosopher Mark Nepo, we explore what it means to “unlove” ourselves — to take off the layers of protection that keep us from truly feeling life. This teaching offers a powerful lens for mindfulness and compassion teachers, reminding us that authenticity, vulnerability, and presence are at the heart of our work.

Recently, I came across a passage from Mark Nepo’s The Book of Awakening that stopped me in my tracks. It speaks with such tenderness and truth about our shared human tendency to protect ourselves — and the cost of doing so.

“We waste so much energy trying to cover up who we are when beneath every attitude is the want to be loved, and beneath every anger is a wound to be healed and beneath every sadness is the fear that there will not be enough time.

When we hesitate in being direct, we unknowingly slip something on, some added layer of protection that keeps us from feeling the world, and often that thin covering is the beginning of a loneliness which, if not put down, diminishes our chances of joy.....

Discover Mark Nepo’s wisdom on “ungloving ourselves” — a powerful reflection on mindfulness, compassion, and authentic teaching from the heart.

17/10/2025

Mindfulness, Self-Love, and the Subtle Aggression of Self-Improvement

“Don’t meditate to fix yourself, to improve yourself, to redeem yourself; rather, do it as an act of love, of deep warm friendship to yourself. In this way there is no longer any need for the subtle aggression of self-improvement, for the endless guilt of not doing enough. It offers the possibility of an end to the ceaseless round of trying so hard that wraps so many people’s lives in a knot. Instead, there is now a meditation as an act of love. How endlessly delightful and encouraging.”
— Bob Sharples, Meditation: Calming the Mind

https://mindfulnessnow.org.uk/mindfulness-meditation-the-subtle-aggression-of-self-improvement/

Discover within Mindfulness Teaching, - Meditation, Self-Love, and the Subtle Aggression of Self-Improvement

15/10/2025

Mindfulness Teaching, Cultural Roots, and the Call for Integrity

As mindfulness becomes more widely adopted in schools, healthcare settings, workplaces, and community programmes, teachers carry increasing responsibility—not just to deliver practices effectively, but to do so ethically and with cultural sensitivity. Mindfulness, as it is often taught in secular contexts, draws from contemplative traditions rooted in Buddhism and other Eastern philosophies. While a secular approach ensures accessibility and inclusivity for people of all faiths and none, it can unintentionally lead to cultural erasure or appropriation if not handled with awareness and integrity (Kabat-Zinn, 2011).

Cultural Appropriation vs. Cultural Appreciation

Cultural appropriation occurs when elements from a culture are used without understanding, credit, or respect, often by those in a position of privilege (hooks, 1992). For mindfulness teachers, this might show up as using Sanskrit or Pali terms without context, borrowing symbols or rituals without understanding their sacred significance, or presenting mindfulness as something newly invented in the West.

Cultural appreciation, on the other hand, involves learning from the sources, citing lineage, using language respectfully, and avoiding commodification (Purser, 2019). When we share mindfulness as a secular tool, we can still signpost the historical traditions, invite curiosity, and encourage ongoing learning rather than presenting mindfulness as a detached wellness product.

https://mindfulnessnow.org.uk/mindfulness-teaching-cultural-roots-and-integrity/

Discover Mindfulness Teaching, Cultural Roots, and the Call for Integrity. Exloring Cultural Appropriation vs. Cultural Appreciation