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Mindfulness in Education: Insights Towards an Integrative Paradigm

Nimrod Sheinman, Pninit Russo‐Netzer

2021 DOI: 10.1007/978-3-030-64537-3_24 (opens in new tab)

Study at a glance

AI-extracted from the abstract
Characteristics Review
Topics Meditation
Citations 16
Key findings Argues that mindfulness in education, viewed through a holistic well-being and whole-child lens, can contribute to the well-being of both students and teachers, and that it aligns with positive education. The chapter reviews global initiatives, pedagogies, and empirical outcomes to support this position.

Abstract

Abstract This chapter reviews mindfulness in education and presents its role in the context of holistic well-being and a whole-child approach. We discuss the diverse initiatives and pedagogies of mindfulness in education around the world and present their potential contributions to students and teachers. Research outcomes, empirical findings, and synergy with positive education are examined.

Comparable studies

Other narrative reviews on meditation, most cited first.

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