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Mindfulness-Based Interventions in Schools: Assessing the Evidence Base.

Tina Marshall1, Alden Farrar1, Melissa Wilson1

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This review found that Learning to BREATHE, Mindfulness in School Project, and mindfulness-based stress reduction (MBSR) have high evidence for school-based mindfulness. These programs effectively support student well-being across age groups.

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Area of Science:

  • Educational Psychology
  • Mental Health Research
  • Evidence-Based Practice

Background:

  • Mindfulness-based interventions (MBIs) are increasingly adopted in schools to enhance student mental, emotional, and behavioral development.
  • The effectiveness of specific MBIs for different age groups in school settings requires clarification.

Purpose of the Study:

  • To systematically review and rate the evidence supporting school-based mindfulness interventions.
  • To identify which mindfulness programs are most effective for various student age groups.

Main Methods:

  • A comprehensive search of databases, gray literature, and registries identified studies from 2008-2022 on school-based MBIs.
  • Interventions were categorized by evidence level (high, moderate, low) based on study quantity and rigor.

Main Results:

  • Three interventions (Learning to BREATHE, Mindfulness in School Project, MBSR) demonstrated a high level of evidence, primarily with middle and high school students.
  • Three interventions (Gaia Program, MindUP, blended MBSR/MBCT) showed moderate evidence, including effectiveness in elementary students.
  • Limited research explored outcomes for underserved student populations.

Conclusions:

  • Specific MBIs show strong evidence for promoting student well-being and preventing mental health issues in schools.
  • Further research, particularly on diverse populations, can enhance the application and impact of MBIs in educational settings.