School-Based Mind–Body Interventions: A Research Review

Abstract

This paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

Effect of online counselling on emotional outcomes during the COVID‐19 pandemic: An innovative group intervention for university students using the Brain Wave Modulation Technique

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The Independent, Joint, and Additive Associations of Physical Activity and Self-Compassion on Depression Symptoms Among Chinese College Students

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Effects of the Brain Wave Modulation Technique Administered Online on Stress, Anxiety, Global Distress, and Affect During the First Wave of the COVID-19 Pandemic: A Randomized Clinical Trial

“…Previous study showed the positive effect that the BWM application can have in reducing the perceived level of stress as compared to other kind of session on stress management (Cozzolino and Celia, 2016;Celia, 2020;Cozzolino et al, 2020a,b). Recently, a line of research within neuroscience and psychosocial genomics (Rossi et al, 2006(Rossi et al, , 2008Rossi and Rossi, 2007;Atkinson et al, 2010;Cozzolino et al, 2014Cozzolino et al, , 2015Cozzolino et al, , 2021bNiles et al, 2014) has provided new insights into the pathophysiology of stress and its mind-body treatment.…”