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Area of Science:

  • Educational Psychology
  • Mental Health Interventions

Background:

  • Mindfulness-based programs (MBPs) are increasingly implemented in schools, yet evidence on their effectiveness and underlying mechanisms requires further investigation.
  • Existing literature suggests the application of MBPs in educational settings may exceed the current research base, necessitating a deeper understanding of their impact on student outcomes.

Approach:

  • A meta-analysis systematically reviewed 46 randomized controlled studies involving students from preschool to undergraduate levels.
  • The study analyzed the effects of MBPs on school adjustment and mindfulness, considering factors like comparison groups, educational level, program type, and facilitator experience.

Key Points:

  • MBPs demonstrated small effects on overall school adjustment, academic performance, and impulsivity.
  • Moderate effects were observed for mindfulness outcomes, with small to moderate effects on attention.
  • No significant differences were found for interpersonal skills, school functioning, or student behavior.

Conclusions:

  • The effectiveness of MBPs on school adjustment and mindfulness varied by students' educational level and program type.
  • Only MBPs delivered by experienced external facilitators showed significant positive effects on school adjustment or mindfulness.
  • This meta-analysis supports the efficacy of MBPs in educational contexts for improving school adjustment beyond psychological benefits.