Beyond All Splits: Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students

Abstract

Objectives This paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4–18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research. Methods Public data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented. Results Research is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students’ self-regulation abilities, but SBMPs’ impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research. Conclusions In the next generation of science, we suggest (a) improving the experimental research; (b) expanding developmental research; and (c) re-envisioning assumptions, theories, and methods in research to go “beyond all splits” towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness and compassion for students in schools.

Using Whole Trait Theory to unite trait and state mindfulness

“…In contrast to the prevailing view that mindfulness develops by cultivating skills through dedicated meditation practice (e.g., Kiken et al, 2015;Schonert-Reichl et al, 2015), WTT offers an expanded view that is deeply contextually embedded and aligns with dynamic theories of human and personality development (Dykhuis et al, 2023;Wrzus et al, 2017). Future research should examine the sorts of enduring and recurring situations, person-context relations, and sociocultural learning processes (Roeser, 2016;Roeser et al, 2022;Vygotsky, 1978) that shape and prune the social-cognitive system (explanatory side of traits) in ways that enable people to become more mindful in more moments (i.e., that change density distributions). Our study offers a foundation for building such a WTT-based program of research on the development of trait mindfulness.…”

Effects of brief mindfulness practice on reading performance among racially minoritized adolescents.

“…It is imperative to design interventions to address student reading comprehension abilities as this skill is associated with overall academic progress and has serious implications for students’ later societal and life outcomes (Okkinga et al, 2018). Mindfulness-based programming have generally been employed in schools to address behavioral and psychosocial concerns (Felver et al, 2016; Roeser et al, 2023). The current research is the first empirical evaluation of MBP for student reading performance in racially minoritized, high-poverty, student sample.…”

“…One innovative, effective, and increasingly popular school-based intervention modality is mindfulness-based programming (MBP; Felver et al, 2016; Roeser et al, 2023). Mindfulness is commonly defined as “the self-regulation of attention so that it is maintained on immediate experience” and “an orientation that is characterized by curiosity, openness, and acceptance” (Bishop et al, 2004, p. 232).…”

Extensions beyond program impacts: Conceptual and methodological considerations in studying the implementation of a preschool social emotional learning program

“…In our study, implementation agent refers to our implementation director and intervention agent refers to preschool teachers implementing the MindUP™ curriculum in their classroom with students. (Baelen et al, 2022;Roeser et al, 2022).…”