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Unpacking the Black Box: Exploring Differences in Practices, Skills, and Knowledge Taught in School-Based Mindfulness

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School-based mindfulness programs (SBMPs) vary in content, impacting outcomes. This study analyzed twelve curricula, revealing differences in practices, skills, and knowledge, crucial for understanding program effectiveness.

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Area of Science:

  • Mindfulness in Education
  • Psychological Interventions
  • Curriculum Development

Background:

  • School-based mindfulness programs (SBMPs) show varied outcomes, but curriculum differences complicate interpretation.
  • Understanding the specific content of SBMPs is essential for contextualizing results.
  • This study addresses the heterogeneity in SBMP curricula.

Purpose of the Study:

  • To unpack the
  • black box
  • of SBMPs by examining their curricular content.
  • To analyze the practices, skills, and knowledge conveyed in twelve SBMP curricula.
  • To identify how curriculum components differ based on theoretical foundation and program length.

Main Methods:

  • Content analysis of twelve SBMP curricula.
  • Coding of curricular elements (CEs) for mindfulness practices and skills.
  • Coding of lessons for mindfulness knowledge conveyed.

Main Results:

  • Curricula composition varied by theoretical basis and program length.
  • All included intrapersonal practices (somatic awareness); interpersonal practices were less common.
  • Longer programs emphasized interpersonal skills, focused attention, and empathy more than shorter programs.
  • Knowledge conveyed sometimes exceeded practiced skills, suggesting awareness without active engagement.

Conclusions:

  • This analysis clarifies SBMP curricular content, enabling better links between components and outcomes.
  • Findings can refine theories of change for mindfulness in schools.
  • Improved understanding supports teachers in facilitating SBMPs effectively.