Mindfulness-based interventions in schools-a systematic review and meta-analysis
Charlotte Zenner1, Solveig Herrnleben-Kurz1, Harald Walach1
1Institute for Transcultural Health Studies, European University Viadrina Frankfurt Oder, Germany.
Frontiers in Psychology
|July 30, 2014
Summary
School-based mindfulness programs show promise for improving cognitive performance and resilience in students. While effective, research faces challenges due to varied interventions and study designs, necessitating careful analysis.
Area of Science:
- Psychology
- Education
- Public Health
Background:
- School-based mindfulness interventions are increasingly popular for enhancing student well-being.
- Evidence for their psychological benefits requires systematic evaluation.
Purpose of the Study:
- To systematically review the evidence on school-based mindfulness interventions' effects on psychological outcomes.
- To assess intervention characteristics, feasibility, and acceptance.
Main Methods:
- Comprehensive systematic search of 12 databases, hand searches, and expert contact.
- Data extraction by two independent reviewers from 24 identified studies (13 published, 19 controlled).
- Analysis of 1348 students (grades 1-12) in mindfulness programs versus 876 controls.
Main Results:
- Overall positive effect sizes for mindfulness: Hedge's g = 0.40 (between groups), g = 0.41 (within groups).
- Significant between-group effects found for cognitive performance (g = 0.80), stress (g = 0.39), and resilience (g = 0.36).
- Non-significant effects for emotional problems and third-person ratings.
Conclusions:
- Mindfulness interventions in schools show potential for improving cognitive function and stress resilience in children and adolescents.
- Significant heterogeneity, underpowered studies, and varied methodologies present challenges for definitive conclusions.
- Further research with standardized approaches is needed to optimize and validate these interventions.
