Mindfulness programs for schools are popular. We systematically reviewed the evidence regarding the effects of school-based mindfulness interventions on psychological outcomes, using a comprehensive search strategy designed to locate both published and unpublished studies. Systematic searches in 12 databases were performed in August 2012. Further studies were identified via hand search and contact with experts. Two reviewers independently extracted the data, also selecting information about intervention programs (elements, structure etc.), feasibility, and acceptance. Twenty-four studies were identified, of which 13 were published. Nineteen studies used a controlled design. In total, 1,348 students were instructed in mindfulness, with 876 serving as controls, ranging from grade 1 to 12. Overall effect sizes were Hedge's g = 0.40 between groups and g = 0.41 within groups (p < 0.0001). Between group effect sizes for domains were: cognitive performance g = 0.80, stress g = 0.39, resilience g = 0.36, (all p < 0.05), emotional problems g = 0.19 third person ratings g = 0.25 (both n.s.). All in all, mindfulness-based interventions in children and youths hold promise, particularly in relation to improving cognitive performance and resilience to stress. However, the diversity of study samples, variety in implementation and exercises, and wide range of instruments used require a careful and differentiated examination of data. There is great heterogeneity, many studies are underpowered, and measuring effects of Mindfulness in this setting is challenging. The field is nascent and recommendations will be provided as to how interventions and research of these interventions may proceed.

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Mindfulness-based interventions in schools - A systematic review and meta-analysis

Mindfulness meditation is a well-validated intervention for symptoms of depression and anxiety disorders in adults, with meta-analyses showing moderate effect sizes. This study marks the first published meta-analysis of the burgeoning literature on mindfulness meditation with youth (conducted between 2004 and 2011) and identifies specific outcomes and sub-populations for whom mindfulness may be particularly helpful. Inclusion criteria were peer-reviewed journal articles published in English, study participants under 18 years of age, and a description in the methods section of mindfulness as the chief component of an intervention. A systematic search was conducted, of which upon review, 20 articles met inclusion criteria. Mindfulness interventions with youth overall were found to be helpful and not to carry iatrogenic harm, with the primary omnibus effect size (del) in the small to moderate range (0.23, p < .0001), indicating the superiority of mindfulness treatments over active control comparison conditions. A significantly larger effect size was found on psychological symptoms compared to other dependent variable types (0.37 vs. 0.21, p = .028), and for studies drawn from clinical samples compared to non-clinical sample (0.50 vs. 0.20, p = .024). Mindfulness appears to be a promising intervention modality for youth. Although to date the majority of studies on mindfulness with youth engage generally healthy participants recruited from schools, the findings of this meta-analysis suggest that future research might focus on youth in clinical settings and target symptoms of psychopathology.

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Mindfulness Interventions with Youth: A Meta-Analysis

There is a growing interest in the use of mindfulness-based interventions (MBI) on youth, which has recently expanded to include the study of students in school settings. This article systematically reviewed the existing literature of applied studies using MBI with students in school settings in order to identify limitations in the scientific literature and inform future research directions. Twenty-eight studies were selected for review and were coded across multiple domains, including methodologies employed, student characteristics, intervention characteristics, and outcome variables. Results quantitatively summarized the coded variables, and strengths and limitations in the literature were subsequently identified. We conclude with specific recommendations for future interventions scientists wishing to study the utility of MBI in school settings.

A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings

Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and academic achievement. In total, there were 76 results where effect sizes could be calculated. The overall number of participants in the effect size analyses was 1,797. Of the 76 effect sizes calculated, 61 % were statistically significant. Sixty-seven per cent of the results had small effects on student outcomes, 24 % of the results had medium effect strength and 9 % showed a large effect of meditation upon student outcomes. Transcendental meditation programmes had a higher percentage of significant effects than mindfulness-based and other types of meditation programmes, but this may be to do with the settings and programme delivery rather than the technique itself. Programme elements such as duration, frequency of practice and type of instructor influenced student outcomes. A conceptual model is put forward based on two propositions: proposition 1—meditation positively influences student success by increasing cognitive functioning; proposition 2—meditation positively influences student success by increasing emotional regulation. Suggestions are made to stimulate future research and to assist in the development of more efficacious applications for meditation in schools.

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Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools

Background: Mindfulness is the development of a nonjudgmental accepting awareness of moment-by-moment experience. Intentionally attending to one's ongoing stream of sensations, thoughts, and emotions as they arise has a number of benefits, including the ability to react with greater flexibility to events and sustain attention. Thus the teaching of mindfulness-based skills to children and their carers is a potential means of improving family relationships and helping children achieve more positive developmental outcomes through increased ability to sustain attention and manage emotions. We provide a review of recent studies evaluating mindfulness-based interventions targeting children, adolescents, and families in educational and clinical settings. Method: Searches were conducted of several databases (including Medline, PsychINFO and Cochrane Reviews) to identify studies that have evaluated mindfulness-based interventions targeting children, adolescents or families published since 2009. Results: Twenty-four studies were identified. We conclude that mindfulness-based interventions are an important addition to the repertoire of existing therapeutic techniques. However, large-scale, methodologically rigorous studies are lacking. The interventions used in treatment evaluations vary in both content and dose, the outcomes targeted have varied, and no studies have employed methodology to investigate mechanisms of change. Conclusions: There is increasing evidence that mindfulness-based therapeutic techniques can have a positive impact on a range of outcome variables. A greater understanding of the mechanisms of change is an important future direction of research. We argue that locating mindfulness-based therapies targeting children and families within the broader child and family field has greater promise in improving child and family functioning than viewing mindful parenting as an independent endeavor.

The contribution of mindfulness‐based therapies for children and families and proposed conceptual integration

In Australia, 14% of children and adolescents have a significant mental health problem, which is similar to global prevalence estimates of 12%. Teaching children techniques in mindfulness meditation has been recommended to improve their mental health. However, the recommendations are based mainly on efficacy in adult clinical trials, and insufficiently on trials with children and adolescents in a classroom setting. This mindfulness meditation pilot project involved training teachers at two primary schools in the outer suburbs of Melbourne, Australia to deliver a ten-week mindfulness curriculum and optional daily mindfulness exercises to students in grades 5 and 6 (ages 10 to 12). Pre- and post-program, students completed the Strengths and Difficulties Questionnaire (SDQ) and a modified version of the Children's Depression Inventory (CDI). On both scales there was a significant decrease in overall average score and the number of children in the diagnostic categories, 25.6% scoring in the borderline or diag...

Janet Etty-Leal

Papers

Exploring a Mindfulness Meditation Program on the Mental Health of Upper Primary Children: A Pilot Study