Mindfulness-Based Interventions in Secondary Schools: Student Well-Being, Emotional Regulation, and Implementation Considerations
James E. Harris
Study at a glance
AI-extracted from the abstract| Characteristics | Narrative literature review |
|---|---|
| Population | Secondary school students |
| Intervention | Mindfulness-based interventions (MBIs) |
| Topics | Meditation |
| Key findings | The authors conclude that school-based mindfulness interventions may yield modest benefits for self-reported mindfulness, perceived stress, emotional regulation, attention, and selected well-being indicators, but large trials and reanalyses caution against universal mindfulness programming as a stand-alone solution. They argue that benefits are strongest when programs are developmentally appropriate, delivered with fidelity, embedded in broader student support systems, and responsive to engagement, culture, and access. |
Abstract
Secondary school students face academic, social, and developmental pressures that can affect mental health, emotional regulation, school engagement, and readiness to learn. Mindfulness-based interventions (MBIs) are increasingly used in school settings as a preventive and supportive approach, yet the evidence base is mixed and implementation quality matters. This narrative literature review examines recent research on school-based MBIs with attention to student well-being, stress, anxiety, emotional regulation, attention, and academic readiness. Updated findings suggest that MBIs may produce modest benefits for self-reported mindfulness, perceived stress, emotional regulation, attention, and selected well-being indicators. However, large trials and recent reanalyses caution against treating universal mindfulness programming as a stand-alone solution for adolescent mental health. Evidence is strongest when mindfulness is developmentally appropriate, delivered with fidelity, integrated into broader student support systems, and implemented with attention to student engagement, cultural responsiveness, and access. The review concludes that secondary schools should approach MBIs as one component of a comprehensive social, emotional, and mental health support framework rather than as a universal remedy.
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 |