Mindfulness Goes to School: Things Learned (So Far) From Research and Real‐world Experiences

Abstract

Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well-considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools is reviewed. The programs reviewed are Inner Explorer, Master Mind and Moment Program, Mindfulness and Mind-Body Skills for Children, Mindful Schools, Resilient Kids, Still Quiet Place, Stress Reduction and Mindfulness Curriculum and Mindful Moment, and Wellness and Resilience Program. We offer a summary of research support for each program and discussion of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness. Strengths and limitations of each program are described, along with suggestions for bolstering informative and useful research. We encourage researchers, educators, and mindfulness practitioners to work collaboratively to conduct rigorous program evaluations.

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“…Over the last two decades a large number of stakeholders have contributed to the development of mindfulness education; includingvolunteers who are experienced mindfulness practitioners, school teachers, student support staff, parents, principals, academic researchers and lecturers, counsellors, cultural leaders, religious organisations, as well as children (Albrecht 2016a;Garrison Institute, 2005;Semple, Droutman, & Reid, 2017;S. E. Smith, 2010S.…”

“…In classrooms around the world, teachers with a meditation background have created their own mindfulness programs for children (Albrecht, 2016a) and there are also numerous commercially available programs (Semple et al, 2017). For example, in the Netherlands, the founder of the International Academy for Mindful Teaching (AMT) Eline Snel (see www.elinesnel.com/en/field/mindfulness-matters-method/) trains educators, health professionals, counsellors and others working with children in the Method Eline Snel -Mindfulness for Children programs.…”

“…Reviewers of mindfulness studies in school systems suggest that there is a critical need to explore the area in depth, with a focus on phenomena finding explorations that use rich ethnographic descriptions, case studies of exemplars and other forms of qualitative assessment (Roeser, Skinner, Beers, & Jennings, 2012). They also encourage researchers to connect and collaborate with administrators, educators, and school-based clinicians to advance our understanding of mindfulness-based interventions in school settings (Semple et al, 2017). It was with this background in mind that in the current research I explored the research question, "How do teachers who are experienced MindBody Wellness practitioners make sense of teaching children mindfulness?…”

Mindfulness-Based Intervention in School Psychology

“…The curricula used to guide MBI at this level could be similar to those used at the universal level (see Semple et al 2017 andGueldner andFeuerborn 2016), yet would be implemented with greater intensity. These interventions could also be youth adaptations of more traditional, group-oriented mindfulnessbased treatment protocols developed in clinical settings, such as Mindfulness-Based Stress Reduction or Mindfulness-Based Cognitive Therapy (Felver et al 2013).…”

“…The majority of MBI developed so far have been packaged and marketed for this particular level, and the majority of studies investigating MBI with youth have been conducted at this level as well (Klingbeil et al 2017b). Examples and descriptions of available curricula that school psychologists might consider-such as Mindful Schools and Inner Explorer-can be found in the review article of Semple et al (2017). MBI curricula are also available to target the well-being of teachers and other school staff (e.g., Cultivating Awareness and Resilience in Education; Jennings et al 2013); yet, there have been fewer empirical investigations of these programs than of those targeting youth directly.…”