Can Mindfulness Programs Benefit Kids in School?

Mindfulness-based interventions in schools can enhance students’ mental, emotional, and behavioral development, fostering healthier future generations, according to new research published in Psychiatry Services: Mindfulness-Based Interventions in Schools: Assessing the Evidence Base. Authors include Tina Marshall, PhD, Alden Farrar, MA, Melissa Wilson, MPS, Jeffrey Taylor, PhD, Preethy George, PhD, Sushimita Shoma Ghose, PhD, and John Cosgrove, PhD, of Westat; and  Nikhil A. Patel, MD, of SAMHSA. This research article is one in a series on school-based mental health promotion and prevention interventions. The series was supported by the Substance Abuse Mental Health Services Administration (SAMHSA) through the Center for Financing Reform and Innovation (CFRI) directed by Ghose.

This systematic review evaluated the effectiveness of various school-based mindfulness programs. The authors analyzed studies from 2008 to 2022, rating interventions based on the number and rigor of studies with positive outcomes. Out of 24 interventions across 41 studies, 3—Learning to BREATHE, Mindfulness in School Project, and Mindfulness-Based Stress Reduction (MBSR)—received high evidence ratings. Three others—the Gaia Program, MindUP, and a blended MBSR and Mindfulness-Based Cognitive Therapy—received moderate-evidence ratings. High-evidence interventions demonstrated effectiveness for middle and high school students, while moderate-evidence programs showed benefits for students of all ages. Few studies focused on underserved populations.

“With increased use and research,” notes Marshall, the lead author, “mindfulness interventions hold promise for promoting student well-being and preventing mental health issues.”

Other Articles in the Series

Assessing the Evidence Base for School-Based Promotion and Prevention Interventions: Introduction to the Series

Reducing Disruptive and Distracting Behaviors in the Classroom: Assessing the Evidence Base

Antibullying Interventions in Schools: Assessing the Evidence Base

Social and Emotional Learning Interventions for Preadolescents and Adolescents: Assessing the Evidence Base