Mindfulness Initiatives for Students, Teachers, and Parents: a Review of Literature and Implications for Practice During COVID-19 and Beyond.
Adrienne Garro, Mikela Janal, Kelly Kondroski, Giuliana Stillo, Vanessa Vega
Contemporary School Psychology January 30, 2023 DOI: 10.1007/s40688-022-00446-0 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Review Peer reviewed |
|---|---|
| Topics | Meditation |
| Keywords | Intervention Parenting Consultation Covid-19 |
| Key findings | Argues that mindfulness has shown positive psychological effects for students, teachers, and parents of children with disabilities or psychosocial difficulties, but has not been systematically examined or applied to improve psychosocial functioning in children, school personnel, and families during COVID-19 or in online settings. Proposes a preliminary framework and practical strategies for school psychologists. |
Abstract
The use of mindfulness in schools has greatly expanded over the past 10 years. Research has demonstrated positive psychological effects of mindfulness for students as well as teachers (Emerson et al., Mindfulness 8:1136-1149, 2017; Semple et al., Psychology in the Schools 54:29-52, 2017). Similarly, studies focusing on mindfulness interventions for parents of children with disabilities and/or psychosocial difficulties have also yielded a variety of positive outcomes, including reduced parenting stress, increases in quality of life, and improved parent-child interactions (Bögels et al., 2016; Rayan and Ahmad, Research in Developmental Disabilities 55:185-196, 2016). Although there has been a proliferation of mindfulness research, and mindfulness has become a buzzword in popular culture, it has not been systematically examined or applied as an approach to improving psychosocial functioning in children, school personnel, and families during COVID-19 and in online settings. This article provides a preliminary framework for this examination by reviewing relevant research and providing practical strategies and resources for school psychologists.
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 5
- Breath-Focused Mindfulness and Compassion Training in Parent-Child Dyads: Pilot Intervention Study. JMIR Formative Research July 17, 2025
- Cultivating Adolescents’ Self-Compassion Through Mindfulness: The Role of Self-Regulation at Both the Individual- and Classroom-Level Contemporary School Psychology May 21, 2025
- The relationship between mindfulness and burnout in physicians. BMC Medical Education March 3, 2025
- Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China. Frontiers in Psychology January 22, 2025
- Mindfulness as an Intervention for Self-Regulation and School Reintegration in a Trauma-Informed Primary School Post COVID-19 Lockdown Mindfulness August 1, 2024
Cites 27
- Alterations in Brain and Immune Function Produced by Mindfulness Meditation Psychosomatic Medicine July 1, 2003
- A Model of Mindful Parenting: Implications for Parent–Child Relationships and Prevention Research Clinical Child and Family Psychology Review May 2, 2009
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology 2009
- Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology November 10, 2014
and 22 more in the library