After reading recent coverage of Idaho’s new “moment of silence” law, I felt both concern and curiosity. I have followed this bill since it was introduced, and like many educators, I initially questioned whether something like this belongs in legislation at all.

But now that it has passed and been signed into law, I find myself asking a different question: What if we chose to see this not as a mandate — but as an invitation?

What if each school day began with a moment of stillness — quiet breathing, reflection or simply a pause?

What if students and teachers alike had a chance to reset, regulate emotions and become more grounded before the day begins?

What if, instead of reacting with frustration, we approached this with curiosity?

I understand the concerns raised by educators in Idaho Education News’ recent article. Many of those perspectives are valid. But I also wonder: Is criticism the only response available to us?

As educators, we often talk about a growth mindset. We encourage students to approach challenges with openness, curiosity and resilience. But when something unfamiliar or uncomfortable is introduced to us, do we model that same mindset?

Or do we default to cynicism?

There’s a difference between skepticism and cynicism. Skepticism asks questions. Skepticism is curious. Cynicism shuts doors.

And I’ll be honest — reading the overwhelmingly negative reactions from educators made me pause. Not because disagreement is wrong, but because I wondered what it reflects about us.

What kind of mindset do we want to model for students? One rooted in frustration and dismissal? Or one grounded in curiosity, reflection and possibility?

For weeks, I’ve been asking myself: If this passes, how will I respond? Will I resist it? Or will I model something different?

I keep coming back to two simple words: I wonder.

I wonder what might happen if we approached this with open minds.

I wonder what might shift in a classroom that begins with stillness.

I wonder what students might discover about themselves in a quiet moment.

I wonder what we, as educators, might notice if we slowed down long enough to see it.

Curiosity isn’t always natural — but it can be cultivated. Like a muscle, it strengthens with use.

“Let your curiosity be greater than your fear,” said Pema Chodron, renowned author and meditation teacher.

What if we let it?

There is growing research around mindfulness in education — its role in helping students regulate emotions, improve focus and feel more centered. But research alone rarely changes minds.

Experience does.

What if, instead of dismissing this idea, we experimented with it?

What if we created positive, meaningful moments of stillness in our classrooms — on our own terms, in ways that are appropriate for our students?

This doesn’t have to be about compliance. It can be about intention.

I’ll offer a bit of transparency: These reflections didn’t come easily. I wrestled with whether to speak up at all. There’s vulnerability in sharing an opinion that may not align with the loudest voices. But ultimately, I chose curiosity over fear.

That choice was shaped, in part, by my own practice of stillness — through simple daily habits of quiet reflection and mindfulness. Those moments have helped me become more grounded, more aware and more open.

And that’s what I hope for our classrooms.

So here’s what I believe: This moment of silence does not have to be something done to us.

It can be something we choose to shape — for our students, for ourselves and for the climate of our classrooms.

It can be a moment to breathe. To reset. To become centered.

It can be an opportunity.

And maybe, just maybe, it starts with a simple shift: From criticism to curiosity. From resistance to reflection.

From fear … to wonder.

I wonder what might happen if we tried.

Sherrilynn Bair is the library director and lead teacher for Snake River Online School in the Snake River School District. She has served as a commissioner for the Idaho Public Charter School Commission since 2016.  

Bair’s views are her own and do not reflect those of the Snake River district or charter commission.