This article illustrates how contemplative practices in the social work classroom can facilitate self-care during and after the intensity of formal education and better prepare students for wellness in professional settings after they graduate. Three contemplative practices in the classroom, mindfulness, photovoice reflections, and labyrinth walking, are provided with examples of student reactions to these practices. [n.b. Photovoice is a visual arts-based methodology adapted as a tool to engage learners through observation and reflection.]
