Abstract
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students
Highlights
1.1 THE PROBLEM, CONDITION OR ISSUEEvidence suggests that students today are experiencing high levels of stress as well as other emotional and developmental challenges that may impede their ability to learn and succeed in school (APA, 2009; Merikangas et al, 2010; Pope, 2010)
Of the 44 Randomized controlled trial (RCT) and quasi-experimental design (QED) studies, 35 provided enough data to calculate an effect size and were included in one or more of the meta-analyses, depending on which outcomes of interest were reported in the studies
We found a lack of support at posttest to indicate that those positive effects on cognitive and socioemotional outcomes translate into favorable outcomes for academic and behavioral outcomes as is hypothesized
Summary
1.1 THE PROBLEM, CONDITION OR ISSUEEvidence suggests that students today are experiencing high levels of stress as well as other emotional and developmental challenges that may impede their ability to learn and succeed in school (APA, 2009; Merikangas et al, 2010; Pope, 2010). A growing body of evidence has found numerous social and emotional factors, including emotion regulation, effortful control, social and self-awareness, self-management, relationships skills and decision-making, to be directly and indirectly related to academic performance, school engagement, and externalizing and internalizing behaviors (Brackett & Rivers, 2014; Denham & Brown, 2010; National Center for Educational Statistics, 2002; Wang et al, 1997). Socialemotional competencies are positively related to academic success, greater impulse control, better concentration and attention in school, whereas a lack of social-emotional skills is linked to academic, social and behavioral problems (See Eisenberg et al, 2010 and Denham & Brown, 2010). An inverse relationship between emotion regulation and effortful control has been found with externalizing behavior problems in pre-school age children through adolescence (Eiden et al, 2007, Eisenberg et al, 2004; Gardner et al, 2008). Students who exhibit greater ability to self-regulate are more likely to demonstrate better ability to concentrate and pay attention in school and exhibit better impulse control and fewer externalizing behaviors, leading to improved functioning and success in school (Eigsti et al, 2006; Eisenberg et al, 2010; McClelland et al, 2007; Mischel et al, 1989)
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