MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES.
Randye J Semple, Vita Droutman, Brittany Ann Reid
Psychology in the Schools November 30, 2016 DOI: 10.1002/pits.21981 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Review Qualitative Peer reviewed |
|---|---|
| Topics | Meditation |
| Key findings | Argues that many school-based mindfulness curricula are well-considered and implemented but lack published research support for their effectiveness. The review of nine programs finds that evidence consists largely of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness, and calls for collaborative, rigorous program evaluations. |
Abstract
Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well-considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools is reviewed. The programs reviewed are Inner Explorer, Master Mind and Moment Program, Mindfulness and Mind-Body Skills for Children, Mindful Schools, Resilient Kids, Still Quiet Place, Stress Reduction and Mindfulness Curriculum and Mindful Moment, and Wellness and Resilience Program. We offer a summary of research support for each program and discussion of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness. Strengths and limitations of each program are described, along with suggestions for bolstering informative and useful research. We encourage researchers, educators, and mindfulness practitioners to work collaboratively to conduct rigorous program evaluations.
Comparable studies
Other narrative reviews on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical populations | 2003 | Review | |
| Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects | 2007 | Review | |
| Mindfulness Interventions | 2016 | Review | |
| Mind the Hype: A Critical Evaluation and Prescriptive Agenda for Research on Mindfulness and Meditation | 2017 | Review | |
| Mindfulness and acceptance: expanding the cognitive-behavioral tradition | 2005 | Review |
Citations in the library
Cited by 20
- Beyond All Splits: Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students. Mindfulness November 11, 2022
- Mindfulness-Based Attention Training: Feasibility and Preliminary Outcomes of a Digital Course for High School Students Education Sciences August 31, 2019
- Mindfulness in Education: Insights Towards an Integrative Paradigm 2021
- At-home use of app-based mindfulness for children: A randomized active-controlled trial. Mindfulness November 1, 2023
- Mindfulness – seeping through the cracks in the American context of teacher education Learning Research and Practice January 2, 2018
and 15 more in the library
Cites 10
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- Mindfulness: A proposed operational definition. Clinical Psychology Science and Practice 2004
- How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective Perspectives on Psychological Science October 14, 2011
- The psychological and neurophysiological concomitants of mindfulness forms of meditation Acta Neuropsychiatrica April 1, 2007
- A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of school psychology June 1, 2014
and 5 more in the library