How we teach mindfulness matters: Adolescent development and the importance of informal mindfulness.
Jessica Mettler, Stephanie Zito, Laurianne Bastien, Elana Bloom, Nancy L. Heath
Journal of school psychology August 1, 2024 DOI: 10.1016/j.jsp.2024.101323 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 142 |
| Population | Adolescents (73.9% female) |
| Interventions | Formal mindfulness Informal mindfulness |
| Duration | 4-week intervention |
| Topics | Meditation |
| Keywords | Adolescence Informal mindfulness Secondary schools Student well-being |
| Citations | 16 |
| Key findings | Informal mindfulness led to greater intention to use strategies and increased dispositional mindfulness, which mediated improvements in depression, anxiety, stress, negative affect, and attentional control compared to formal mindfulness or a comparison group. |
Abstract
Given high levels of adolescent stress and educational institutions' key role in supporting students' mental health, mindfulness instruction is increasingly being implemented in schools. However, there is growing evidence adolescents find traditionally taught formal mindfulness (e.g., structured regular practice like meditation) challenging. Indeed, school-based studies report high levels of student non-compliance and lack of engagement with formal mindfulness strategies. Thus, informal mindfulness practices (e.g., unstructured brief moments integrated within daily routine) may be more accessible and developmentally appropriate for adolescents. Using a randomized experimental school-based design, this study sought to parse out the acceptability and effectiveness of formal and informal mindfulness for adolescents over time. Adolescents (n = 142; 73.9% female) were randomly assigned to a 4-week formal mindfulness, informal mindfulness, or comparison group and assessed on mental health, well-being, and educational outcomes. The informal mindfulness group (a) was more likely to report intending to frequently use the strategies (p = .025, Cramer's V = .262) and (b) reported increased dispositional mindfulness (i.e., general tendency to be mindful) from baseline to follow-up (p = .049, ηp2 = .034) which in turn mediated benefits on depression (indirect effect = -.15, 95% CI [-.31, -.03]), anxiety (indirect effect = -.21, 95% CI [-.36, -.06]), general stress (indirect effect = -.16, 95% CI [-.32, -.04]), school-related stress (indirect effect = -.15, 95% CI [-.28, -.05]), negative affect (indirect effect = -.17, 95% CI [-.35, -.04]), and attentional control (indirect effect = .07, 95% CI [.01, .13]). Thus, brief informal mindfulness strategies may be easier for students to use on a regular basis than formal mindfulness. Overall, these findings highlight the importance of going beyond a one-size-fits-all approach by offering accessible and engaging school-based mindfulness instruction to students. Recommendations for school psychologists seeking to teach mindfulness to adolescents are discussed, including the need to directly teach how to integrate informal mindfulness strategies in students' lives.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cited by 6
- Pathways from Mindfulness to Psychological Well-Being: The Interplay of Gratitude, Love for Animals, and Cat Ownership Erzincan Üniversitesi Eğitim Fakültesi Dergisi October 21, 2026
- Effect of Integrated Mindfulness Meditation on the Mental Well-being of Adolescents from Diverse Backgrounds: A Quasi-experimental Study Journal of Indian Association for Child and Adolescent Mental Health October 13, 2026
- The effectiveness of mindfulness-based interventions in reducing anxiety and depression among students: a systematic review and meta-analysis Clinical Psychologist February 9, 2026
- Developing a School-based Mindfulness Intervention for Delivery in Rwanda and Ethiopia: Cultural Adaptation through Knotworking Research Square July 13, 2026
- Outcomes of Mindfulness Therapy for Adolescents with Mental Health Issues: A Scoping Review March 1, 2026
and 1 more in the library
Cites 15
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- Using Self-Report Assessment Methods to Explore Facets of Mindfulness Assessment January 27, 2006
- What defines mindfulness-based programs? The warp and the weft Psychological Medicine December 29, 2016
- Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist October 1, 2015
- Home practice in Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction: A systematic review and meta-analysis of participants' mindfulness practice and its association with outcomes Behaviour Research and Therapy May 10, 2017
and 10 more in the library