School-based Mindfulness Intervention Research Articles

A 10-Week School-Based Mindfulness Intervention and Symptoms of Depression and Anxiety Among School Children and Adolescents: A Controlled Study

AbstractMental health problems are increasing among children and adolescents. School-based mindfulness interventions are gaining popularity worldwide and may be a way to decrease depression and anxiety symptoms in students. However, before introducing large-scale mindfulness interventions in school settings, more research is needed on feasible, easily applicable practices that are possible to fit in the school schedule. In this controlled intervention study, a total of 1399 students aged 9–16 were included. The 10-week classroom-based mindfulness intervention comprised daily, brief mindfulness sessions led by schoolteachers or via audio files. Symptoms of depression and anxiety were evaluated with Beck scales prior to and after the intervention. In addition to whole group analyses, subgroup analyses on age, sex as well as mode of delivery were performed. ClinicalTrials.gov ID: NCT03327714. No significant differences between the intervention and control group in change of depression or anxiety symptoms after the intervention were detected. However, the subgroup of students who received teacher-led mindfulness sessions (16%) had a significant decrease of depression and anxiety symptoms after 10 weeks compared to those who received the sessions via audio files. Brief mindfulness sessions on daily basis did not have any detectable overall effect on depression and anxiety symptoms among schoolchildren. Our findings do not support an introduction of large-scale mindfulness interventions in schools although the potential influence of mode of delivery needs to be further examined.Clinical trial registration The study was registered at ClinicalTrials.gov (identifier: NCT03327714).

A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils' mental wellbeing.

The review described in this protocol will be the first critical realist review of the literature reporting on the impact of school-based mindfulness interventions on the mental wellbeing of pupils. Mindfulness interventions are increasingly being introduced into schools to promote children's (and teachers') wellbeing. Findings from impact evaluations, including systematic reviews and metanalysis, suggest that school-based mindfulness interventions promote pupils' wellbeing. However, there is a need for further evidence on the underlying causal mechanisms and contexts that explain program outcomes, to provide insight into how mindfulness programs can be successfully implemented in other contexts. A critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school-based mindfulness interventions promote the mental wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations. This will enable an understanding of how, in certain contexts, pupils can use the resources offered by a mindfulness intervention knowingly or unknowingly to trigger mechanisms that promote their mental wellbeing and what mechanisms in the context support, restrict or prevent change. We will then use retrodiction and retroduction to develop the most plausible interdisciplinary middle-range theory to explain the findings. The review findings will inform a critical realist evaluation of a mindfulness intervention in schools. The findings from the review will also enable us to inform policymakers and other stakeholders about what conditions need to be in place for mindfulness interventions to promote pupils' mental wellbeing. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media.PROSPERO registration number: CRD42023410484.

Adolescents do not benefit from universal school-based mindfulness interventions: a reanalysis of Dunning et al. (2022).

Are universal school-based mindfulness interventions an effective way to reduce risk for mental disorders and improve adolescents' lives? To answer this question, we reanalyzed data from Dunning et al.'s (2022) meta-analysis of randomized controlled trials of mindfulness interventions delivered to children and adolescents. Though Dunning et al. (2022) reported some benefits of universal mindfulness interventions, their analysis did not examine adolescents separately from children. Consequently, their conclusions may not entirely reflect the effectiveness of universal mindfulness interventions specifically for adolescents, a developmental period when mental disorders are known to increase. Using their open-access data tables, we tested impacts of 22 randomized controlled trials (N = 16,558) on eight outcome categories-anxiety/stress, attention, depression, executive functioning, mindfulness, negative behavior, social behavior, and wellbeing-at immediate post-test and longest follow-up. Our reanalysis shows that when compared to passive controls, mindfulness interventions significantly reduced trait mindfulness (d = -0.10). When compared to active controls, mindfulness interventions significantly improved anxiety/stress (d = 0.17) and wellbeing (d = 0.10). When compared to all controls combined, mindfulness interventions did not significantly improve any outcome (ds = 0.01 to 0.26). No effects of mindfulness interventions were observed at follow-up assessment. Overall, results of our analysis cast doubt about the value of existing school-based mindfulness interventions as a universal prevention strategy for adolescents.

Teacher Outcomes with a School-Based Mindfulness Intervention during COVID-19

Teacher burnout is one of the primary drivers of turnover. Skills such as improved classroom management have been shown to mitigate teacher burnout. COVID-19 created classroom disruption and an unprecedented youth mental health crisis. This study examined the effectiveness of a school-based mindfulness training at improving classroom management self-efficacy and reducing teacher burnout during COVID-19. Elementary school personnel were invited to participate in two versions of Kidding Around Yoga training and to implement with their students. Pre- and post-tests were conducted at 4-6 months (n = 49) to measure individual items related to classroom management, teacher self-efficacy, perceptions of student engagement, and professional quality of life. There were significant differences at post for items related to teacher skills, knowledge, and self-efficacy, and perceptions of the student experience (specifically, student emotional regulation). There were no significant differences between baseline and post in any of the professional quality of life measures. Findings suggest that Kidding Around Yoga is promising as a universal intervention to improve teachers’ self-efficacy and skills, and their experience of the classroom. More information is needed to understand if the intervention would have long-term impact on teacher burnout and turnover.

Exploring the use and delivery of school-based mindfulness programmes for young children

AimsThis systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old.MethodSchool-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed.FindingsThe results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning.LimitationsThe Covid-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult.ConclusionsImplications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions.

Latent profile analysis as a method for process evaluations: Discovering response subgroups in a mindfulness intervention

RationaleClustering techniques have been used within intervention studies to locate any distinct subgroups among intervention participants. One way in which they have not yet been utilized, but for which there is potential benefit, is in finding different motivational and behavioral response types to a newly introduced behavior. ObjectiveThis study aimed to use latent profile analyses (the same as latent class analyses except with continuous indicator variables) to identify 1) types, or classes, in terms of social cognitive responses to a mindfulness intervention, using The Reasoned Action Approach constructs, and 2) longitudinal/change trajectory classes of the target behavior (i.e., mindfulness practice). MethodsThe data derived from a school-based mindfulness intervention (N = 1646) among 12-15 year-olds, conducted in southern Finland from 2014 to 2016. We explored associations between the identified classes and with gender, linguocultural group, and mental health and practice outcomes. ResultsAnalyses indicated a solution of five latent classes for both social cognition post-intervention—Uncertain but Positive (40.2%), Acceptable but No (18.8%), Indifferent (16.8), Inclined (15.5%), Disinclined (8.6%)—and practice trajectories—Stable Low (52.1%), Decreased from Seldom (25.8%), Decreased from Sometimes (10.7%), Increased from Zero (6.8%), Increased from Seldom (4.6%). The strongest differentiating theoretical construct among the social cognitive classes was a descriptive norm. The classes were characterized by some associations between each other (e.g., “Acceptable but No” and “Stable Low”) and with linguocultural groups (e.g., “Inclined” and small language minorities) and mental health (e.g., “Disinclined” and externalization and depressive symptoms), but no specific associations were found by gender. ConclusionsThis study shows how more person-centered analyses can be utilized in process evaluations, which predominantly only make use of variable-centered analyses. This knowledge could suggest ways to tailor universal interventions for subgroups with different receipt profiles and thereby improve intervention acceptability and engagement.

School-based mindfulness intervention for depressive symptoms in adolescence: For whom is it most effective?

There is accumulating evidence for the effectiveness of mindfulness-based interventions in alleviating depressive symptoms. A crucial question is, however, whether mindfulness interventions are more effective for some individuals than others, depending on individual characteristics before a mindfulness intervention. We exploratorily investigated whether the effectiveness of school-based mindfulness intervention against depressive symptoms is modified by executive functions, rumination, and emotion regulation among adolescents. The longitudinal data included adolescents with at least mild depressive symptoms at the baseline (n = 369, at the 6th-8th grade, 68.4% female) who were randomized into a 9-week school-based mindfulness intervention group, into an active control group receiving relaxation program, or into an inactive control group. Adolescents' executive functions, rumination, and emotion regulation (i.e., acceptance, catastrophizing, and positive reappraisal) were assessed at the baseline; and depressive symptoms at three time points (at the baseline and at 9-week and 6-month follow-ups). In adolescents with at least mild depressive symptoms at the baseline, high catastrophizing, high acceptance, and low executive functions were found to increase the effectiveness of mindfulness-based intervention against depressive symptoms. There seemed to be some sex differences. Thus, when aiming to alleviate depressive symptoms, mindfulness-based intervention may possibly be more effective for adolescents with high catastrophizing, high acceptance, and low executive functioning (than for adolescents with the opposite dispositions). However, as this study was exploratory by nature and corrections for multiple testing were not used, the findings must be regarded as preliminary and need confirmation in further studies.

The Effect of School-Based Mindfulness Interventions on Anxious and Depressive Symptoms: A Meta-analysis

The Effect of School-Based Mindfulness Interventions on Anxious and Depressive Symptoms: A Meta-analysis

The Impact of School-Based Mindfulness Intervention on Bullying Behaviors Among Teenagers: Mediating Effect of Self-Control.

The current study aimed to explore the impact of a school-based mindfulness intervention on bullying behaviors among teenagers. A cluster randomized controlled trial was conducted, in which the experimental group (n = 92) received mindfulness intervention, and the control group (n = 97) did not. The measured outcomes included: bullying behavior, self-control, and trait mindfulness. The results were as follows: (1) the post-test scores of trait mindfulness and self-control in the experimental group significantly increased (p < 0.01) while the scores of bullying behavior significantly decreased (p < 0.01); (2) trait mindfulness was positively associated with self-control (r = 0.13 to 0.63, p < 0.05), whereas trait mindfulness and self-control were both negatively associated with bullying behavior (r = -0.38 to -0.13, p < 0.05); and (3) the mediating effect of self-control accounted for 50% of the overall effect of trait mindfulness on bullying behavior. These findings demonstrated that the school-based mindfulness intervention distinctly improves trait mindfulness and self-control and reduces bullying behavior among teenagers. Moreover, self-control plays a mediating role between trait mindfulness and bullying behavior.

Effects of school-based mindfulness intervention on health-related quality of life: moderating effect of gender, grade, and independent practice in cluster randomized controlled trial

ObjectWe investigated the impact of a school-based 9-week mindfulness program vs. active control program (relaxation) and inactive control group on children’s self-reported Health-Related Quality of Life (HRQoL) moderated by gender, grade, and independent practice.MethodIn total 3519 (50/50% boys/girls) Finnish students aged 12–15 years from 56 schools were randomized into mindfulness intervention, active, and inactive control groups. HRQoL was measured at baseline, at 9 weeks, and at 26 weeks and analyzed with multilevel linear modeling.ResultsSignificant improvement on HRQoL was found (β = mean difference) (β = 1.587, 95% CI 0.672–2.502, p < 0.001) after 9 weeks and at 26 weeks of follow-up among students in the mindfulness group as compared to the active control group. Moderating effects on HRQoL were found for gender, grade, and independent practice: girls, 7th and 8th grade students, and students with regular independent mindfulness practice benefited most.ConclusionsGender and developmental stage may moderate the effects of mindfulness interventions on HRQoL and offer guidance in designing effective promotive interventions for children and adolescents.Trial Registration InformationHealthy Learning Mind—a school-based mindfulness and relaxation program: a study protocol for a cluster randomized controlled trial (RCT) ISRCTN18642659 retrospectively registered on 13 October 2015. The full trial protocol can be accessed at http://rdcu.be/t57S.

Effects of a regional school-based mindfulness programme on students’ levels of Wellbeing and resiliency

ABSTRACT Mindfulness has recently shown promise in mental illness treatment and preventative contexts with school-aged young people. However, there is a shortage of studies investigating the effects of school-based mindfulness interventions on young people of a pre-adolescent and early-adolescent age. Therefore, the aim of the present study was to investigate the effects of a regional multi-site school-based mindfulness programme on wellbeing and resiliency in UK school children aged 9–12 years old. A total of 1,138 children who received mindfulness training completed the Resiliency Scale for Children and Adolescents and the Stirling Children’s Wellbeing Scale pre- and post-intervention. Results showed significant improvements following intervention delivery in positive emotional state, positive outlook, and resiliency, with resiliency effects maintained at a six-month follow-up assessment. Findings indicate that mindfulness delivered by school teachers can improve wellbeing and resiliency in children and young people.

A Systematic Review of Mindfulness-Based Interventions in Low-Income Schools

Low-income youth are at greater risk for persistent exposure to environmental stressors and they face a number of barriers to accessing mental health treatment. Furthermore, it is unclear whether interventions developed for youth more generally are effective for this vulnerable population. The objective of this systematic review was to review and summarize the effectiveness of mindfulness-based interventions delivered in low-income schools (Grades 3–9) on psychological functioning. Searches were conducted in PsycINFO, Web of Science, PubMed, Scopus, and MEDLINE, which led to the inclusion of eight studies in the current review (seven unique samples). Study interventions, methodologies, and individual characteristics were reviewed and summarized. Findings were inconsistent across studies, but some improvements were reported for externalizing and internalizing symptoms, emotional regulation, and perceived stress. Feasibility data were limited, with findings of high enrollment and retention, moderate levels of student-reported satisfaction, and low adherence to at-home practice. Although diverse interventions were delivered across studies, these results suggest that school-based mindfulness interventions may have potential for increasing access to intervention for low-income youth. Strengths and limitations of the literature are reviewed, and future directions are discussed.

The Effects of School-based Mindfulness Intervention on Executive Functioning in a Cluster Randomized Controlled Trial

ABSTRACT Executive functions (EFs) are essential for student’s learning and classroom functioning. The current cluster randomized controlled trial examines the effects of mindfulness intervention vs. active control program (i.e., relaxation) focusing on the main EFs (i.e., working memory, response inhibition, cognitive processing, cognitive flexibility and verbal fluency). A total of 131 students from 6th grade and 8th grade (median age 12 and 15) from four comprehensive schools participated. The schools were to equal shares randomized to intervention and active control groups, i.e., groups who underwent a 9-week mindfulness practice or relaxation program, respectively. Participants completed a cognitive test-package at baseline/pre-intervention, post-intervention at 9 weeks and follow-up at 6 months. Both intervention and active relaxation-based control groups improved on a majority of EF measures at both 9 weeks and 6 months. There was no significant difference between the mindfulness intervention group and the active control program in EFs.The current study suggests that mindfulness intervention and active control program do not differ in their effects to EFs, although both may have positive outcomes. Further research with both active and inactive control groups is needed to map the potential benefits of similar programs for cognitive functioning.

Effectiveness of a School-Based Mindfulness Intervention on Children’s Internalizing and Externalizing Problems: the Gaia Project

Studies examining the effectiveness of school-based mindfulness interventions on children’s emotional/behavioral problems when delivered by school teachers and professionals are still limited. The present study reports the effectiveness of Gaia, a 12-week program integrating a mindfulness approach into an ecological paradigm. To evaluate the effectiveness of the intervention, we conducted a cluster randomized controlled trial that compared outcomes for children assigned to the experimental group (E.G., Gaia program) with those of the control group (C.G.) using hierarchical linear modeling. The intervention was led by instructors within the school curriculum. Emotional/behavioral problems were assessed with the Achenbach Teacher’s Report Form at pre-test and post-test. Four hundred participants aged 6–12 years were recruited from six primary schools (E.G., n = 232; C.G., n = 168). Teacher-report comparisons revealed that, relative to controls, the E.G. showed significant decreases in total problems, internalizing, externalizing, and in most narrow-band scales at post-intervention. The effect sizes were medium for total problems, externalizing, and attention problems, small to medium for rule-breaking behavior and aggressive behavior, while they resulted small for internalizing and anxiety/depression. While 7.76% of the E.G. showed clinical/borderline levels of total problems before the intervention, 3.87% of this group still showed clinical/borderline levels after the intervention, whereas no children deteriorated, with a significant difference in the direction of change. Findings from this study indicate that the Gaia program can be delivered by school instructors during a regular curriculum and the intervention is promising for reducing children’s emotional and behavioral problems.

The effectiveness of a school-based mindfulness intervention (ADOMIND) on adolescents’ depressive symptoms: a pilot study

L’adolescence est souvent considérée comme une période du développement d’une importance capitale concernant l’apparition des problèmes de santé mentale. Dans les milieux de la recherche et sur le terrain, on s’intéresse de plus en plus au potentiel des interventions basées sur la pleine conscience en milieu scolaire pour promouvoir la santé mentale des adolescents. Dans cette étude pilote, des adolescents de 15 ans ( n = 34) ont participé soit à une intervention basée sur la pleine conscience (IBPC), soit à une intervention sur l’hygiène de vie, pendant 8 semaines. Des mesures auto-rapportées de la pleine conscience et de la santé mentale ont été administrées avant et après l’intervention. Les résultats révèlent une réduction significative des symptômes psychologiques et des affects négatifs des adolescents du groupe IBPC en comparaison à ceux du groupe contrôle. Les résultats suggèrent que les IBPCs intégrées dans le programme scolaire et conduites par des enseignants ordinaires peuvent représenter une solution efficace pour la prévention de la santé mentale des adolescents. Ces résultats encourageants doivent être reproduits à plus grande échelle avant de pouvoir statuer quant à leur généralisabilité auprès du public adolescent.

School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study

ABSTRACTThis research evaluated the effects of a seven-session mindfulness intervention, Learning to BREATHE, on an ethnically diverse at-risk high school student sample. Two classrooms were randomly assigned to intervention or normal health-education programming. Results indicated significant effects to self-reported psychosocial resilience, with students receiving the intervention reporting stable levels of resilience over time and students in the control condition reporting significant reductions. Intervention groups did not evidence change to self-reported psychosocial problem behavior, school attendance, and quarterly academic grades. Findings suggest that MBI may offer an effective strategy for enhancing student dispositional resilience, and suggestions for further research are offered.

A Randomized Trial Evaluating School-Based Mindfulness Intervention for Ethnic Minority Youth: Exploring Mediators and Moderators of Intervention Effects.

The study examined the efficacy of a school-based mindfulness intervention on mental health and emotion regulation outcomes among adolescents in a wait-list controlled trial. The study also explored mediators and moderators of intervention effects. A total of 145 predominantly ethnic minority (Asian and Latino) 9th grade students with elevated mood symptoms were randomized to receive a 12-week mindfulness intervention at the start of the academic year, or in the second semester of the year. Students completed measures of emotion regulation and mental health symptoms at baseline, post-intervention, and 3-month follow-up. Intent-to-treat analyses revealed significant treatment effects of the mindfulness intervention for internalizing symptoms and perceived stress at post-treatment. Pooled pre-to-post treatment analyses of the entire sample revealed a small effect size for attention problems, medium for internalizing and externalizing problems, and large for perceived stress. We also found a small effect size for cognitive reappraisal, medium for expressive suppression, emotional processing, emotional expression, and rumination and large for avoidance fusion. Mediation analyses showed that treatment effects on internalizing symptoms and perceived stress were mediated by reductions in expressive suppression and rumination. Moderation analyses revealed that treatment effects were larger among youth with more severe problems at baseline for internalizing problems, externalizing problems, and perceived stress. However, for attention problems, students with lower severity at baseline appeared to have larger treatment gains. The study provided evidence that mindfulness intervention was beneficial for low-income ethnic minority youth in reducing perceived stress and internalizing problems, and improving emotion regulation outcomes. Furthermore, mindfulness training was associated with reduced mental health symptoms via improvements in emotion regulation.

Gender differences in response to a school-based mindfulness training intervention for early adolescents

Mindfulness training has been used to improve emotional wellbeing in early adolescents. However, little is known about treatment outcome moderators, or individual differences that may differentially impact responses to treatment. The current study focused on gender as a potential moderator for affective outcomes in response to school-based mindfulness training. Sixth grade students (N = 100) were randomly assigned to either the six weeks of mindfulness meditation or the active control group as part of a history class curriculum. Participants in the mindfulness meditation group completed short mindfulness meditation sessions four to five times per week, in addition to didactic instruction (Asian history). The control group received matched experiential activity in addition to didactic instruction (African history) from the same teacher with no meditation component. Self-reported measures of emotional wellbeing/affect, mindfulness, and self-compassion were obtained at pre and post intervention. Meditators reported greater improvement in emotional wellbeing compared to those in the control group. Importantly, gender differences were detected, such that female meditators reported greater increases in positive affect compared to females in the control group, whereas male meditators and control males displayed equivalent gains. Uniquely among females but not males, increases in self-reported self-compassion were associated with improvements in affect. These findings support the efficacy of school-based mindfulness interventions, and interventions tailored to accommodate distinct developmental needs of female and male adolescents.

The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

School-based mindfulness interventions have been shown to be effective in reducing mental health symptoms. However, comparatively little research has investigated the acceptability of these programs from the perspective of the children. Program acceptability underpins engagement, and more engaging programs are also more efficacious (Cowan &amp; Sheridan, 2003; Mautone et al., 2009) yet there is little literature which has considered the acceptability of school-based mindfulness programs. To address this gap, semi-structured interviews were conducted with upper primary aged children (N = 30) who had participated in a six week mindfulness program in four Australian primary schools. Thematic analysis of interviews revealed children found the program to be acceptable. Children reported that they enjoyed doing the mindfulness program, would recommend it to others, and learned about relaxing as well as felt relaxed while doing the program. Children also highlighted the use of culturally appropriate teaching materials and possible stigmatisation as threats to the acceptability of the program. The results of the study support the acceptability of mindfulness programs in school settings, grounded in the unique perspective of the child.

Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-analysis

Mindfulness interventions have increasingly been incorporated in elementary and high school classrooms to support students’ mental health and well-being; however, there is little research examining the specific factors contributing to the effectiveness of the interventions. The purpose of this meta-analysis was to examine the specific effects of and moderators contributing to school-based mindfulness interventions for mental health in youth. A systematic review of studies published in PsycINFO, ERIC, Social Work Abstracts, Social Services Abstracts, and CINAHL was conducted. A total of 24 studies (n = 3977) were included in the meta-analysis. Overall, mindfulness interventions were found to be helpful, with small to moderate significant effects pre-post intervention compared to control groups (Hedges’ g = 0.24, p < .001); however, interventions that were delivered during late adolescence (15–18) and that consisted of combinations of various mindfulness activities had the largest effects on mental health and well-being outcomes. Furthermore, the effects on specific mindfulness and mental health outcomes differed according to whether the intervention was delivered by an outside facilitator compared to trained educators/teachers. These results suggest that individual differences and program characteristics can impact receptivity and effectiveness of mindfulness training. These findings represent a significant contribution as they can be used to inform future designs and applications of mindfulness interventions in the school setting.