Mindfulness-based programs and school adjustment: A systematic review and meta-analysis.
Jessica Mettler, Bassam Khoury, Stephanie Zito, Isabel Sadowski, Nancy L. Heath
Journal of school psychology April 1, 2023 DOI: 10.1016/j.jsp.2022.10.007 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Meta-analysis Randomized Peer reviewed |
|---|---|
| Sample size | 46 |
| Population | Students from preschool to undergraduate levels across 46 randomized controlled studies |
| Intervention | Mindfulness-based programs |
| Topics | Meditation |
| Keywords | Education |
| Key findings | Mindfulness-based programs produced small effects on overall school adjustment, academic performance, and impulsivity, small-to-moderate effects on attention, and moderate effects on mindfulness, with no differences for interpersonal skills, school functioning, or student behavior. Effects on school adjustment and mindfulness varied by educational level and program type, and only programs delivered by outside facilitators with previous mindfulness experience had significant effects on either outcome. |
Abstract
Mindfulness-based programs (MBPs) are increasingly used in educational institutions to enhance students' mental health and resilience. However, reviews of the literature suggest this use may have outpaced the evidence base and further research is needed to better understand the mechanisms underlying these programs' effectiveness and which outcomes are being affected. The purpose of this meta-analysis was to investigate the strength of MBPs' effects on school adjustment and mindfulness outcomes while also considering the potential influence of study and program characteristics, including the role of comparison groups, students' educational level, the type of program being used, and the facilitator's training and previous mindfulness experience. Following a systematic review of five databases, 46 studies using a randomized controlled design with students from preschool to undergraduate levels were selected. At post-program, the effect of MBPs compared to control groups was (a) small for overall school adjustment outcomes, academic performance, and impulsivity; (b) small to moderate for attention; and (c) moderate for mindfulness. No differences emerged for interpersonal skills, school functioning, or student behaviour. The effects of MBPs on overall school adjustment and mindfulness differed based on students' educational level and the type of program being delivered. Moreover, only MBPs delivered by outside facilitators with previous experience of mindfulness had significant effects on either school adjustment or mindfulness. This meta-analysis provides promising evidence of the effectiveness of MBPs in educational contexts to improve students' school adjustment outcomes beyond typically assessed psychological benefits, even when using randomized controlled designs.
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 17
- How we teach mindfulness matters: Adolescent development and the importance of informal mindfulness. Journal of school psychology August 1, 2024
- The Role of Trait and State Mindfulness in Cognitive Performance of Male Adolescents Psychology Research and Behavior Management September 1, 2023
- Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students. British Journal of Educational Psychology September 1, 2024
- Unpacking the Black Box: Exploring Differences in Practices, Skills, and Knowledge Taught in School-Based Mindfulness Programs. Prevention Science July 1, 2025
- Daily breath-based mindfulness exercises in a randomized controlled trial improve primary school children's performance in arithmetic. Scientific Reports December 13, 2023
and 12 more in the library
Cites 26
- What defines mindfulness-based programs? The warp and the weft Psychological Medicine December 29, 2016
- Mindfulness‐Based Stress Reduction and Mindfulness‐Based Cognitive Therapy – a systematic review of randomized controlled trials Acta Psychiatrica Scandinavica April 28, 2011
- Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist October 1, 2015
- Research Review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents – a meta‐analysis of randomized controlled trials Journal of Child Psychology and Psychiatry October 22, 2018
- How long does a mindfulness‐based stress reduction program need to be? A review of class contact hours and effect sizes for psychological distress Journal of Clinical Psychology March 23, 2009
and 21 more in the library