What we teach them is that we all have something in common with frogs. What do you see when you look at a frog? Can you see how it breathes? You can see how it's tummy rises and falls. Children can quickly identify what they have in common with a frog, as they can see this movement. They can see that the frog is sitting still and, rather than being in a trance, is highly alert to its surroundings, so that when a fly approaches, it catches it.
What children learn about breathing is that when you focus on the movements you make during respiration, it's really difficult to think about your worries at the same time. In fact, it's impossible. Our brains are not designed to focus on two things at the same time. When children learn to pay attention to their breathing, they realize that they don't have to think about their worries all the time, even though they're still there and the situation hasn't changed. Some children with ADHD feel less insecure when they get used to being aware of their thoughts, emotions and what their body feels like and when they learn that, just like a frog, they don't have to react to everything.
When a teacher is present, children will become more involved with every question or action, as they will reflect what the teacher does. Being present is a basic component of mindfulness, and when a teacher is present, the children will be too. When you train to be a teacher of mindfulness using the frog method (for example), you learn to be able to teach a class what you've experienced before, such as learning to care for yourself and look after your inner world.
When you are able to accept your inner world, to know your inner world a little better, you will be far more successful in the outside world. When school principals see and understand this, they realize how important it is for children to learn these skills from when they are very small so they can deal with stress, cope with adversity and handle the problems they will face in life; so they will naturally float rather than drown.