Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design
Mary L. Phan, Tyler L. Renshaw, Julie Caramanico, Jeffrey M Greeson, Elizabeth P. Mackenzie, Zabryna Atkinson-Diaz, Natalie Doppelt, Hung-Cheng Tai, D. Mandell, H. Nuske
Mindfulness May 23, 2022 DOI: 10.1007/s12671-022-01885-9 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Systematic review Peer reviewed |
|---|---|
| Sample size | 12,358 |
| Population | Youth (students) across five continents |
| Intervention | Mindfulness-based school interventions (MBSIs) |
| Topics | Meditation |
| Keywords | Education |
| Key findings | The highest-quality evidence indicated that mindfulness-based school interventions increased prosocial behavior, resilience, executive function, attention, and mindfulness, and decreased anxiety, attention problems/ADHD behaviors, and conduct behaviors. Evidence for well-being was mixed, and the highest-quality evidence suggested a null effect on depression symptoms. The authors argue that MBSIs show promise for certain youth outcomes but that more rigorous research designs are needed. |
Abstract
The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust coding system for evidence-based guidelines. Coders rated each study numerically per study design as 1 + + (RCT with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality (“A Grade”) to lowest quality (“D Grade”) evidence. The highest quality evidence (“A Grade”) across outcomes indicated that MBSIs increased prosocial behavior, resilience, executive function, attention, and mindfulness, and decreased anxiety, attention problems/ADHD behaviors, and conduct behaviors. The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no improvements. The highest quality evidence suggests MBSIs have a null effect on depression symptoms. This review demonstrates the promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. We urge researchers interested in MBSIs to study their effectiveness using more rigorous designs (e.g., RCTs with active control groups, multi-method outcome assessment, and follow-up evaluation), to minimize bias and promote higher quality—not just increased quantity—evidence that can be relied upon to guide school-based practice.
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 36
- Mindfulness-Based Cognitive Therapy in Clinical Practice: A Systematic Review of Neurocognitive Outcomes and Applications for Mental Health and Well-Being. Journal of Clinical Medicine March 3, 2025
- A Daily Breathing Practice Bolsters Girls’ Prosocial Behavior and Third and Fourth Graders’ Supportive Peer Relationships: A Randomized Controlled Trial Mindfulness June 15, 2023
- The Array of Outcomes Associated with Mindfulness Interventions in Schools: A Systematic Review and Meta-analysis Mindfulness July 6, 2025
- Executive Function Training Through a Mindfulness-Based Neuroeducational Program in Elementary School Students Mindfulness November 1, 2024
- Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students. British Journal of Educational Psychology September 1, 2024
and 31 more in the library
Cites 57
- Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology Science and Practice 2003
- Mechanisms of mindfulness Journal of Clinical Psychology December 29, 2005
- How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective Perspectives on Psychological Science October 14, 2011
- Short-term meditation training improves attention and self-regulation Proceedings of the National Academy of Sciences October 11, 2007
- Mindfulness‐Based Stress Reduction and Mindfulness‐Based Cognitive Therapy – a systematic review of randomized controlled trials Acta Psychiatrica Scandinavica April 28, 2011
and 52 more in the library