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.
A Campbell systematic review of school-based mindfulness interventions (MBIs) synthesizing 35 randomized or quasi-experimental studies with 6,207 students found small, statistically significant positive effects on cognitive and socio-emotional outcomes, but no significant effects on behavioral or academic outcomes. Heterogeneity was low for most outcomes, indicating consistent results across diverse interventions. Most studies had moderate to low quality and high risk of bias, leading the authors to urge caution in widespread adoption and to call for rigorous evaluation before implementing MBIs in schools.