Skip to content

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 2025 DOI: 10.1176/appi.ps.20240027 (opens in new tab)

Read Full Text
Relevant Not relevant

Study at a glance

AI-extracted from the abstract
Characteristics Systematic review Peer reviewed
Interventions Learning to BREATHE Mindfulness in School Project mindfulness-based stress reduction (MBSR) Gaia Program MindUP
Topics Meditation
Keywords Adolescence Child psychiatry Evidence of effectiveness Mindfulness interventions Prevention
Key findings 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.

Comparable studies

Other systematic reviews and meta-analyses on meditation, most cited first.

Study Year Design Participants
Meditation Programs for Psychological Stress and Well-being Diverse adult clinical populations 2014 Meta-analysis n = 3,515
Mindfulness-Based Stress Reduction for Stress Management in Healthy People: A Review and Meta-Analysis Healthy subjects 2009 Systematic review and meta-analysis
The psychological effects of meditation: A meta-analysis. Nonclinical groups of adult meditators 2012 Meta-analysis n = 163
Efficacy of Mindfulness-Based Cognitive Therapy in Prevention of Depressive Relapse Adults with recurrent depression in full or partial remission 2016 Meta-analysis of individual patient data from randomized controlled trials n = 1,258
Mindfulness‐Based Stress Reduction and Mindfulness‐Based Cognitive Therapy – a systematic review of randomized controlled trials 2011 Systematic review

Citations in the library

Cited by 1

Cites 15

and 10 more in the library

Related reading

Explore topics

Meditation