Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students
Campbell Systematic Reviews December 30, 2019 Brandy R. Maynard, Michael R. Solis, Veronica L. Miller et al.
This Campbell systematic review examines the effectiveness of school‐based Mindfulness‐based interventions (MBIs) on cognition, behavior, socio‐emotional outcomes and academic achievement. The review summarizes 61 studies and synthesizes 35 studies, with a total of 6,207 student participants. MBIs have a small, statistically significant positive effect on cognitive and socio‐emotional outcomes....