Mindfulness-Based Cognitive Therapy for Children
Matthew S Goodman, Randye J Semple
Using Mindfulness to Promote Mental Health in Schools December 2, 2025 DOI: 10.1093/9780190880507.003.0007 (opens in new tab)
Summary
AI-generated from the abstractMindfulness-Based Cognitive Therapy for Children (MBCT-C) is a 12-week program designed for school-based mental health providers to treat students with anxiety and other emotional or behavioral difficulties. The chapter reviews research supporting its effectiveness, describes its implementation in schools, and illustrates a full session with a clinical vignette of a single anxious student. It also introduces the Mindfulness Matters Program, a variation for K–12 classrooms, and discusses ways to extend mindfulness practices to parents, teachers, and the broader school culture.
Study at a glance
| Characteristics | Review Peer reviewed |
|---|---|
| Interventions | Mindfulness-Based Cognitive Therapy for Children (MBCT-C) Mindfulness Matters Program |
| Duration | 12-week program |
| Key finding | MBCT-C is an effective program for treating anxiety and emotional or behavioral difficulties in students when implemented in schools. |
Abstract
Abstract This chapter describes Mindfulness-Based Cognitive Therapy for Children (MBCT-C). The chapter introduces MBCT-C to school-based mental health providers treating students with anxiety and other emotional or behavioral difficulties. This chapter begins with an overview of the foundations and core aims of MBCT-C, and then briefly reviews research support for its effectiveness. The chapter also includes a discussion of the implementation of MBCT-C in schools and offers a brief review of the 12-week program. One full session is described to illustrate the content of the program, along with a clinical vignette in which MBCT-C is implemented with a single anxious student. Additionally, the chapter includes a brief description of the Mindfulness Matters Program, which is a variation of MBCT-C that is intended for use in K–12 classrooms. The chapter concludes with a discussion of ways to support mindfulness practices among parents, teachers, and the broader school culture.