School‐Based Mindfulness Interventions in Primary Education: A Systematic Review
Emilio Saviano, Grazia de Angelis, Agnese Orefice, Angelo Rega, Antonella Cavallaro, Alessandro Gennaro
Psychology in the Schools October 15, 2026 DOI: 10.1002/pits.70211 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Systematic review Qualitative Peer reviewed |
|---|---|
| Population | Children aged 6–11 years in primary education settings |
| Topics | Meditation |
| Key findings | Across 70 studies, the most consistent evidence for school-based mindfulness interventions in primary school children was for cognitive and self-regulatory outcomes, particularly working memory, attention, and executive functioning. Other outcomes showed more variable findings influenced by methodological and contextual factors. The authors conclude that these interventions appear promising but that methodological limitations and intervention heterogeneity warrant cautious interpretation and further high-quality research. |
Abstract
ABSTRACT Mindfulness has been increasingly implemented in educational settings as a strategy to support children's cognitive, emotional, and behavioral development. This PRISMA‐guided systematic review synthesized empirical evidence published between January 2020 and January 2026 on school‐based mindfulness interventions in primary education. Scopus, EBSCO, PubMed, and ERIC databases were systematically searched, and studies involving children aged 6–11 years were screened according to predefined eligibility criteria. Two independent reviewers conducted study selection, full‐text assessment, and data extraction. Seventy studies met the inclusion criteria, including quantitative, qualitative, and mixed‐methods investigations. The findings revealed substantial heterogeneity in intervention approaches, which were grouped into five categories: structured mindfulness curricula, brief classroom practices, hybrid mind–body interventions, specialized or experimental interventions, and teacher‐/system‐level approaches. The most consistent evidence emerged for cognitive and self‐regulatory outcomes, particularly working memory, attention, and executive functioning. Other outcomes showed more variable findings and appeared influenced by methodological and contextual factors. School‐based mindfulness interventions appear promising for supporting cognitive and self‐regulatory development in primary school children, although methodological limitations and intervention heterogeneity warrant cautious interpretation and further high‐quality research.
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
Cites 28
- 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
- Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study Brain Sciences January 12, 2022
- Mindfulness Training Enhances Students' Executive Functioning and Social Emotional Skills. Applied developmental science 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
- Executive Function Training Through a Mindfulness-Based Neuroeducational Program in Elementary School Students Mindfulness November 1, 2024
and 23 more in the library