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Dialectical Behavior Therapy Skills in Schools

James J Mazza, Elizabeth Dexter-Mazza

Using Mindfulness to Promote Mental Health in Schools December 2, 2025 DOI: 10.1093/9780190880507.003.0009 (opens in new tab)

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AI-extracted from the abstract
Characteristics Theoretical or philosophical paper Peer reviewed
Key points Argues that mindfulness, framed through dialectical behavior therapy, is the foundation for acquiring other DBT skills and can be taught to middle- and high-school students through the universal DBT STEPS-A curriculum; also identifies gaps in school-based mindfulness research and limitations and barriers to this approach.

Abstract

Abstract This chapter focuses on mindfulness as it relates to school-based settings and uses the framework of dialectical behavior therapy (DBT) to describe the different components of mindfulness-based practices. Additionally, this chapter highlights related skills and strategies that are taught within a universal (school-wide) curriculum designed for middle and high school students: DBT Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A). This chapter also integrates current research in the area of mindfulness through a school-based DBT lens, showing how mindfulness skills are essential in providing the foundation for the acquisition of other DBT skills. Finally, this chapter discusses current gaps in the field regarding school-based mindfulness research as well as limitations and barriers related to using mindfulness from a DBT perspective.

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