Mindfulness-Based Interventions in Schools: Assessing the Evidence Base.
Tina Marshall, Alden Farrar, Melissa Wilson, Jeffrey Taylor, Preethy George, Sushmita Shoma Ghose, John Cosgrove, Nikhil A Patel
Psychiatric services (Washington, D.C.) January 1, 2025 DOI: 10.1176/appi.ps.20240027 (opens in new tab) via PubMed
Summary
AI-generated from the abstractA systematic review of school-based mindfulness interventions rated the level of evidence for 24 programs across 41 studies published between 2008 and 2022. Three interventions—Learning to BREATHE, Mindfulness in School Project, and mindfulness-based stress reduction (MBSR)—received a high level of evidence rating. Three others—Gaia Program, MindUP, and a blended MBSR and mindfulness-based cognitive therapy—received a moderate rating. Interventions with high evidence were conducted with middle or high school students; those with moderate evidence also included elementary students, indicating effectiveness across age groups. Few studies examined outcomes for underserved populations.
Study at a glance
| Characteristics | Systematic review Peer reviewed |
|---|---|
| Interventions | Learning to BREATHE Mindfulness in School Project mindfulness-based stress reduction (MBSR) Gaia Program MindUP |
| Keywords | Adolescence Child psychiatry Evidence of effectiveness Mindfulness interventions Prevention |
| Key finding | Three school-based mindfulness interventions—Learning to BREATHE, Mindfulness in School Project, and MBSR—had high levels of evidence; three others had moderate evidence, demonstrating effectiveness across middle, high, and elementary school students. |
Abstract
Mindfulness-based interventions are increasingly being used in schools to improve students' mental, emotional, and behavioral development. Although many mindfulness programs exist, the types of programs that are effective for specific age groups remain unclear. In this systematic review, the authors used established rating criteria to describe the level of evidence for school-based mindfulness interventions. A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022 that focused on mindfulness interventions within school settings. The authors rated mindfulness interventions as having high, moderate, or low levels of evidence based on the number and rigor of studies with positive outcomes. Of the 24 interventions identified across 41 studies, three interventions-Learning to BREATHE, Mindfulness in School Project, and mindfulness-based stress reduction (MBSR)-received a rating of high level of evidence. Three interventions-Gaia Program, MindUP, and a blended version of MBSR and mindfulness-based cognitive therapy-received a rating of moderate level of evidence. The interventions rated as having a high level of evidence were conducted with middle or high school students, and interventions with moderate evidence were also conducted with elementary students, demonstrating effectiveness of mindfulness across a range of age groups. Few studies examined outcomes for underserved populations. With greater use and more research, mindfulness interventions have the potential to promote student well-being and prevent mental health conditions.