Position

Senior Lecturer
School of Education

Biography

Dr Leigh Burrows has a background as a primary and secondary teacher in mainstream, Steiner/Waldorf and special education. She has been a statewide advisor in learning difficulties and wellbeing. She is currently Director of the cross disciplinary Flinders University Mindfulness Special Interest Group

https://www.flinders.edu.au/ehl/swapv/special-interest-groups/mindfulness-research-special-interest-group.c

Her teaching and research is currently focused on the creating of safe learning spaces for mindfulness and relational pedagogies in school and higher education to create opportunities for transformational learning. She has published in the areas of teachers and students’ experiences of mindfulness, spiritual wellbeing, trauma, autism, learning difficulties, professional learning and Steiner/Waldorf education. She supervises post graduate students interested in phenomenological, heuristic, narrative, relational and organic inquiry methodologies.

Qualifications

  • Bachelor of Arts (Monash University)
  • Diploma of Education (Flinders University)
  • Masters of Special Education (Flinders University)
  • Diploma of Solution Focused Psychotherapy (Centre for Effective Therapy)
  • Doctor of Philosophy (University of South Australia)

Leigh is registered as a teacher in South Australia

Honours, awards and grants

  • Leigh is a Fellow of the Torrens Resiliency Institute, Adelaide
  • Leigh was a Faculty Teaching Award recipient (2012) for Teaching Excellence in: Developing a Relational Pedagogy for Pre and In Service Teacher Education
  • Leigh has been the recipient of a Faculty Research grant for her research into mindfulness nationally and internationally in 2012, 2015 and 2016.

Key responsibilities

  • coordinator of topics at undergraduate and post graduate levels
  • teaching at undergraduate and post graduate levels on mindfulness, trauma, relationships and wellbeing
  • post graduate supervision in mindfulness, wellbeing, relationships, inclusion
  • research into mindfulness in school and higher education
  • consultancy on complex cases involving disability and mental health difficulties in vulnerable young people
  • professional development for teachers
  • director of Mindfulness Special Interest group Mindfulness Special Interest Group

Teaching interests

Leigh's teaching interests include wellbeing, spirituality, mindfulness, autism, trauma, holistic and alternative education and school relationships. She enjoys teaching in intensive formats and aims to bring a holistic approach that includes head, heart and body in hter teaching.

Topic Coordinator:

  • EDUC3620  Relationships for Learning
  • EDUC4845  Creating Calmer Classrooms for vulnerable students with trauma-related conditions
  • EDUC9220  Relationships for Learning and Teaching
  • EDUC9709  Mindfulness and the Inner World of Teaching

Topic Lecturer:

  • EDUC3620  Relationships for Learning
  • EDUC4845  Creating Calmer Classrooms
  • EDUC9220  Relationships for Teaching and Learning
  • EDUC9709  Mindfulness and the Inner World of Teaching

Research expertise

  • Education systems
  • Mental health promotion in educational settings
  • Specialist studies in education

Research interests

Leigh is a member of the Flinders University research group: Centre for Student Wellbeing and Prevention of Violence (SWAPv) She is the director of the Mindfulness Special Interest Group (SIG).

Leigh has previously been a member of the Flinders/DECS project team for the Australian Research Council grant project "Building Capacity for Wellbeing in School Communities".

Leigh's PhD thesis entitled "Accessing the Inaccessible a case study of an 'uneducable' and 'unreachable' young person on the autism spectrum" drew on holistic,relational, narrative, organic, phenomenological and case study methodologies to structure her research journey, its findings and the development of an integrated model of support. She has gone on to publish a number of books, a co-edited book, book chapters, refereed journal articles and conference papers related to wellbeing and mindfulness.

In 2012 Leigh was a recipient of a Faculty Research Grant to support her research with Steiner/Waldorf schools nationally. In 2014 she received another Faculty Research Grant to support her ongoing research with community college faculty and students on the East Coast of the US.

In 2015 Leigh was a recipient of a Faculty Research Grant to support her research on mindfulness with community college students on the East Coast of the US

In 2016 Leigh is a recipient of a Faculty Research Grant to support her on research on adapting mindfulness teaching for vulnerable students with community college faculty on the East Coast of the US.

Supervisory interests

  • Mindfulness
  • Non-sectarian contemplative pedagogy
  • Qualitative and participatory methodologies
  • Spirituality

RHD research supervision

Current

Principal supervisor : Mindfulness (1) ; Parent empowerment in a developing country (1) ;

Associate supervisor : Students at risk (1) ;

Completion

Principal supervisor : Mindfulness (1) ;

Publications

  • Burrows, L. (2014). Spirituality at Work: The Contribution of Mindfulness to Personal and Workforce Development. In Roger Harris and Tom Short, ed. Workforce Development Perspectives and Issues. Australia: Springer/Kluwer, pp. 303-316.
    [10.1007/978-981-4560-58-0_17] [Scopus]
  • Burrows, L. (2014). Opening Pandora's box*: the contribution of mindfulness to individual and institutional being and becoming in Steiner- inspired education. In Leigh Burrows and Tom Stehlik, ed. Teachin with Spirit - New Perspectives on Steiner Education in Australia. Murwillumbah, New South Wales: Immortal Books, pp. 163-172.
  • Burrows, L. (2014). Introduction: Teaching with spirit: stories of innovation from Australian Steiner Schools. In Leigh Burrows and Tom Stehlik, ed. Teaching with spirit : new perspectives on Steiner education in Australia. Murwillumbah NSW: Immortal Books, pp. 1-8.
  • Warren, J., Koen, S. and Burrows, L. (2011). Fostering the wellbeing for learning connection. In Shute, R. H., Slee, P. T., Murray-Harvey, R., & Dix, K. L., ed. Mental health and wellbeing: Educational perspectives. Adelaide, SA: Shannon Research Press, pp. 53-61.
  • Burrows, L. (2011). Practising relational mindfulness in school communities. In Shute, R. H., Slee, P. T., Murray-Harvey, R., & Dix, K. L., ed. Mental health and wellbeing: Educational perspectives. Adelaide, SA: Shannon Research Press, pp. 213-223.
  • Burrows, L. and Stehlik, T. (Eds.). (2014). Teaching with Spirit: new perspectives on Steiner education in Australia. NSW: IB.
  • Burrows, L. (2011). 'Feeling real': it's like putting my hand through a wall into another world. Brisbane: Post Pressed.
  • Burrows, L. (2007). Recreating the Circle of Wellbeing. Adelaide: Department of Education and Childrens Services (DECS).
  • Burrows, L. (2015). Developing a 'higher' education through mindfulness. In Conference Proceedings Higher Education Pedagogy Conference. Blacksburg Virginia: Centre for Instructional Development and Educational Research. Conference for Higher Education Pedagogy. Feb 2015.
  • Burrows, L. (2015). Embedding Mindfulness in ‘Higher’ Education to Develop Clarity of Thought, Balance of Emotions, Depth of Insight and Wide-ranging Vision – in ourselves and our students. In Conference on Higher Education Pedagogy Conference Proceedings. Blacksburg Virginia: Virginia Tech. Pre conference workshop Conference on Higher Education Pedagogy. Blacksburg Virginia. Feb 2015.
  • Burrows, L. (2014). Opening Pandora’s Box: deepening our work in education with (inner sensing) mindfulness. In Mindfulness Symposium. Mindfulness for Health, Education and Management. Adelaide South Australia: South Australian Health and Medical Research Unit. indfulness Symposium. Mindfulness for Health, Education and Management. Hindmarsh Education Centre. Sep 2015.
    [Web Link]
  • Burrows, L. (2014). Mindfulness and the Inner World of Teaching and Learning. In Wings of Knowledge. Concord, US: NHTI, Concord Community College. Wings of Knowledge. Concord, New Hampshire. Feb 2014.
  • Burrows, L. (2014). 'Something arose between and around us' .Embedding contemplative pedagogies into higher education through mindfulness. Confeence on Higher Education Pedagogy. Virginia Tech. Feb 2014.
    [Web Link]
  • Burrows, L. (2013). Creating calmer classrooms through mindfulness. First International Conference on Mindfulness. Rome. May 2013.
    [Web Link]
  • Burrows, L. (2013). Keynote presentation: All are welcome: embracing all the parts of ourselves and our students through mindfulness. 9th International Dialogue Australasia Network Conference. Bradley Forum. Hawke Centre. UniSA. North Terrace. Adelaide. Jul 2013.
    [Web Link] [Web Link]
  • Burrows, L. (2013). Putting a smile on my heart : Towards a relationally mindful path of professional renewal for school leaders and teachers. In Mindfulness Science and Practice Conference Proceedings. MelbourneMindfulness Science and Practice International Conference. Sebel Albert Park. Mar 2013, pp. 9-9.
  • Burrows, L. (2012). Accessing the inaccessible: how intuitive ways of knowing can be of assistance in getting on the wavelength of an 'uneducable' and 'unreachable' child with autism and mother. Rediscovering the Secret Sacred in Contemporary Professional Life. Alice Springs. Jul 2012.
  • Burrows, L. (2010). Going Deeper with Relational Learning: Connecting to Teaching & Learning. AdelaideDECS Learner Wellbeing Professional Learning Day. Adelaide. Aug 2014.
  • Burrows, L. (2010). Relational Learning and Wellbeing. In Learner Wellbeing. DECD Learner Wellbeing Day. Mar 2010.
  • Burrows, L. (2008). When I hurt kids I hurt myself: a narrative case study approach to the investigation of the aggressive behaviour of vulnerable children. International Society for Research into Aggression. Budapest. Jul 2008.
  • Burrows, L. (2008). Enhancing wellbeing for children who have experienced complex trauma - a narrative case study approach. Being, Becoming and Belonging World Education Forum C. Adelaide. Aug 2008.
  • Burrows, L. (2006). Does spiritual wellbeing have a place in public education? In Australian Association of Research in Education, ed. Australian Association of Research in Education. Australian Association of Research in Education Conference. Adelaide. Adelaide SA. Nov 2006.
    [Web Link]
  • Burrows, L. (2016). Safeguarding mindfulness for vulnerable college students. Mindfulness, 7(1) pp. 284-285.
    [10.1007/s12671-015-0434-3] [10.1007/s12671-015-0434-3] [Scopus] [Web Link]
  • Burrows, L. (2015). Students with autism need targeted attention: not a cage. The Conversation,
    [Web Link] [Web Link]
  • Burrows, L. (2015). I've got a red beast in me, I know it! Children and Young People, June pp. 20-22.
  • Burrows, L. (2013). Making Space for Mindfulness. Dialogue, 30 pp. 30-32.
  • Burrows, L. (2011). Placing Relational Wellbeing at the centre of our concern. Schoolink, 17(3) pp. 1-2.
    [Web Link] [Web Link]
  • Burrows, L. (2010). Opening Our Minds to New Ideas and Slowing Us Down to Consider Our Options: Practicing Relational Mindfulness to Assist with Relational Complexity. SERUpdate, 20(2) pp. 18-19.
  • McCallum, F. and Burrows, L. (2007). Wellbeing: a core principle on which to build teacher pre-service teacher program development and delivery. Education Connect, 8 pp. 9-11.
    [Web Link]
  • Burrows, L. (2006). Spiritual Wellbeing. Education Connect, 7
    [Web Link]
  • Burrows, L. (2005). SQ: Connecting with our spiritual intelligence. Gifted and Talented International, 20(2) pp. 78-81.
  • Burrows, L. (2012). Discussion paper: Changing paradigms and changing conversations: thinking holistically about our work in education.
  • Warren, J., Kotter, K., Burrows, L. and Koen, S. (2011). Thriving at our place: findings from the Wellbeing for Learning Inquiry.
  • Lawson, M.J., Askell-Williams, H., Wyra, M.D., Burrows, L., Skrzypiec, G.K., Gregoric, C., et al. (2010). Building the capabilities of school communities to improve their wellbeing. Report 1. An Australian Research Council Linkage Grant Project, pp. 43.
  • Burrows, L. (2008). Children's Wellbeing: are we doing enough. Healthy Development Adelaide.
  • Burrows, L. (2013). Transforming anger in the classroom into wisdom through mindfulness: a case study. In J White, ed. AARE Conference Papers. Australian Association for Research in Education. Annual International Conference of the Australian Association for Research in Education. Adelaide, SA. Dec 2013.
    [Web Link]
  • Burrows, L. (2011). 'I saw myself reflected in an institution for the first time': making academic and personal learning in teacher education visible through an e-portfolio. A case study of a graduate teacher. In ATEA conference proceedings: 2011. online: Australian Teacher Education Association. The Australian Teacher Education Association (ATEA) 2011 Conference. Melbourne, VIC. Jul 2011.
    [Web Link]
  • Burrows, L. (2010). Restoring the pathways to relational wellbeing and learning for a young person with autism and relational trauma. In Book of Proceedings: TheMHS Conference Proceedings. Sydney: University of Western Sydney. 20th Annual TheMHS Conference: Innovative Integration: Pathways to Mental Wellbeing. Sydney Convention and Exhibition Centre. Sep 2010, pp. 103-106.
  • Burrows, L. (2008). Max and the knight: how a therapeutic story provided a connection point for child, family, school, human service agencies and community. In Bottrell D and Meagher G, ed. Communities and change: selected papers. Sydney, NSW: Sydney University Press. Communities and Change Conference 2007. Sydney, NSW. Oct 2007, pp. 107-139.
  • Burrows, L. (2017). 'I feel proud we're moving forward': safeguarding mindfulness for student and teacher wellbeing. The Journal of Adult Protection, 19(1)
    [10.1108/JAP-08-2016-0015]
  • Burrows, L. (2015). Inner Alchemy. Transforming dilemmas in education through mindfulness. Journal of Transformative Education, 13(2) pp. 127-139.
    [10.1177/1541344615569535] [Scopus]
  • Burrows, L. (2013). Transforming 'the red beast' within through mindfulness and therapeutic storytelling: a case study. Australian Journal of Guidance and Counselling, 23(Special Issue 2) pp. 172-184.
    [10.1017/jgc.2013.17] [Scopus]
  • Burrows, L. (2013). Shadow Play: Mindfulness and Reflection in Waldorf Education. RoSE - Research on Rudolf Steiner Education, 4(1) pp. 142-159.
    [Web Link]
  • Burrows, L. (2011). Relational Mindfulness in Education. Encounter: Education for Meaning and Social Justice, 24(4) pp. 24-29.
  • Burrows, L. (2010). I just want friends: a' relational wellbeing' approach to providing school support for a young person with Asperger Syndrome. Journal of Student Wellbeing, 3(2) pp. 1-11.
  • Burrows, L. (2009). Towards a 'spirited' approach to wellbeing for children who challenge the system. Curriculum Perspectives, 29(3) pp. 73-76.
    [Scopus]
  • Burrows, L. (2005). Crossing the bridge- emerging understandings of self in special school teachers in Macau. Australian Journal of Learning Disabilities, 5
  • Burrows, L. (2004). Compassionate Communication with Parents of Children and Young People with Learning Disabilities. Australian Journal of Learning Disabilities, 9(4) pp. 12-20.
  • Burrows, L. (2011). 'Feeling real': it's like putting my hand through a wall into another world. Brisbane: Post Pressed.
  • Burrows, L. (2014). Spirituality at Work: The Contribution of Mindfulness to Personal and Workforce Development. In Roger Harris and Tom Short, ed. Workforce Development Perspectives and Issues. Australia: Springer/Kluwer, pp. 303-316.
    [10.1007/978-981-4560-58-0_17] [Scopus]
  • Warren, J., Koen, S. and Burrows, L. (2011). Fostering the wellbeing for learning connection. In Shute, R. H., Slee, P. T., Murray-Harvey, R., & Dix, K. L., ed. Mental health and wellbeing: Educational perspectives. Adelaide, SA: Shannon Research Press, pp. 53-61.
  • Burrows, L. (2011). Practising relational mindfulness in school communities. In Shute, R. H., Slee, P. T., Murray-Harvey, R., & Dix, K. L., ed. Mental health and wellbeing: Educational perspectives. Adelaide, SA: Shannon Research Press, pp. 213-223.
  • Burrows, L. (2017). 'I feel proud we're moving forward': safeguarding mindfulness for student and teacher wellbeing. The Journal of Adult Protection, 19(1)
    [10.1108/JAP-08-2016-0015]
  • Burrows, L. (2015). Inner Alchemy. Transforming dilemmas in education through mindfulness. Journal of Transformative Education, 13(2) pp. 127-139.
    [10.1177/1541344615569535] [Scopus]
  • Burrows, L. (2013). Shadow Play: Mindfulness and Reflection in Waldorf Education. RoSE - Research on Rudolf Steiner Education, 4(1) pp. 142-159.
    [Web Link]
  • Burrows, L. (2013). Transforming 'the red beast' within through mindfulness and therapeutic storytelling: a case study. Australian Journal of Guidance and Counselling, 23(Special Issue 2) pp. 172-184.
    [10.1017/jgc.2013.17] [Scopus]
  • Burrows, L. (2011). Relational Mindfulness in Education. Encounter: Education for Meaning and Social Justice, 24(4) pp. 24-29.
  • Burrows, L. (2010). I just want friends: a' relational wellbeing' approach to providing school support for a young person with Asperger Syndrome. Journal of Student Wellbeing, 3(2) pp. 1-11.

Professional and community engagement

Leigh regularly presents professional learning workshops in the areas of mindfulness, staff and student wellbeing students with special needs including trauma-related conditions and classroom management.

Leigh also provides case based consultancy to government and independent schools in relation to young people with complex learning and emotional difficulties.

She has strong links with Steiner/Waldorf schools at a state, national and international level and with Steiner streams in mainstream schools in South Australia.

Expertise for media contact

Subject Titles

  • Behaviour
  • Education - Teaching
  • Spirituality

Interests

  • Mindfulness
  • wellbeing

Contact

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Phone: +61 8 82013022
Email:
Location: Education Building (5.57)
Postal address: GPO Box 2100, Adelaide 5001, South Australia
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