Life & Work with TaTanisha Copeland of Atlanta

Today we’d like to introduce you to TaTanisha Copeland.

Hi TaTanisha, we’re thrilled to have a chance to learn your story today. So, before we get into specifics, maybe you can briefly walk us through how you got to where you are today?
As an elementary school counselor with more than 20 years of experience serving Black and Brown students in a Title I school, I recognized an increasing number of children struggling with anxiety, anger, frustration, and other overwhelming emotions. While traditional counseling interventions were helpful, I wanted to create something that was culturally affirming, engaging, and developmentally appropriate that students could easily connect with and remember. This vision led to the creation of Mindfulness Maya, a character developed through a collaborative effort with my daughter, my son, and me. As a family, we combined our creativity, ideas, and shared passion for supporting children’s emotional well-being to design a character that would resonate with the students I serve. Mindfulness Maya became a trusted guide who teaches children healthy ways to cope with “big emotions” through mindfulness, breathing exercises, grounding techniques, positive self-talk, emotional awareness, and self-regulation strategies.

Can you talk to us a bit about the challenges and lessons you’ve learned along the way. Looking back would you say it’s been easy or smooth in retrospect?
Creating Mindfulness Maya has been an incredibly rewarding journey, but it has not been without challenges. One of the biggest obstacles was gaining buy-in from some teachers at the beginning of the initiative. A few educators were skeptical that elementary students—particularly those experiencing significant behavioral and emotional challenges—would connect with a mindfulness character or consistently use mindfulness strategies. Some questioned whether the students would take the lessons seriously or whether mindfulness could make a meaningful difference in a busy elementary school environment.

I understood their concerns, especially given the many academic demands placed on teachers and the urgency of addressing classroom behavior. However, I believed that our Black and Brown students deserved access to engaging, culturally responsive tools that would help them understand and regulate their emotions rather than simply react to them. I remained committed to introducing the character through counseling lessons, classroom activities, small groups, and schoolwide initiatives.

Over time, attitudes began to change. As students became familiar with Mindfulness Maya, they started using the breathing exercises, grounding techniques, and positive coping strategies they had learned. Teachers noticed students asking for breathing breaks, and demonstrating greater awareness of their emotions.

As teachers witnessed these positive changes, many who were initially hesitant became some of Mindfulness Maya’s strongest supporters. They began requesting classroom lessons, incorporating mindfulness language into their daily routines, and recognizing the value of teaching emotional regulation alongside academic instruction. Their growing support reinforced an important lesson: meaningful change often takes time, consistency, and evidence of success.

As you know, we’re big fans of you and your work. For our readers who might not be as familiar what can you tell them about what you do?
Mindfulness Maya was intentionally designed to reflect the experiences and strengths of Black and Brown children by presenting coping skills in a warm, relatable, and culturally responsive way. Through classroom lessons, small groups, individual counseling sessions, bulletin boards, and schoolwide activities, Maya helps students understand that all emotions are normal and that they have the ability to respond to difficult feelings in healthy and empowering ways.

What sets my work apart is that Mindfulness Maya was born directly from the lived experiences and needs of the students I serve. Rather than adopting a one-size-fits-all program, I created a culturally responsive approach that reflects the strengths, resilience, and experiences of Black and Brown children. By combining evidence-based mindfulness practices with storytelling, creativity, and representation, Mindfulness Maya helps students see themselves in the learning process while making emotional regulation both accessible and enjoyable.

Above all, I hope Mindfulness Maya leaves students with one lasting message: having big emotions is part of being human, but with practice, support, and the right tools, every child has the power to respond with courage, confidence, and calm.

If we knew you growing up, how would we have described you?
Growing up, I have always been a helper. Even as a child, people naturally seemed to gravitate toward me when they needed someone to talk to. Friends, classmates, and even family members would share their problems with me because they knew I would listen without judging them. I have always been the kind of person who genuinely cares about others and wants to make people feel heard, supported, and understood.

I was naturally compassionate, empathetic, and curious about people’s feelings. I found joy in encouraging others, helping solve problems, and making sure no one felt left out. Looking back, those qualities were early signs of the counselor I would one day become. Although I didn’t realize it at the time, I was already developing the listening, empathy, and relationship-building skills that now define my career.

Contact Info:

• Website: https://mindfulnessmaya.wixsite.com/mysite
• Instagram: @mindfulnessmaya
• Youtube: https://www.youtube.com/@mindfulnessmaya2019/videos
• Other: Mindfulness Maya on TikTok