The Effect of Mindfulness on Well-Being in Education: A Systematic Review

Abstract

Objectives This article is a response to the growing need to prioritise well-being and balance cognitive and socioemotional aspects in the educational environment. Its objective is to conduct a systematic review of studies that have analysed the influence of mindfulness practice on well-being in educational settings, in order to investigate whether the effects of its practice can be extrapolated to the educational environment as a whole. Methods : Following the PRISMA guidelines, a comprehensive search of major databases was carried out using the keywords ‘mindfulness’, ‘education’ and ‘well-being’. After peer review, the final sample consisted of 15 articles that met the inclusion and exclusion criteria. Results The findings show that mindfulness practice has positive effects on the well-being of the educational community; a positive relationship has also been found between mindfulness practice and performance. Conclusions Despite the limitations, mindfulness programmes showed a positive association with well-being among both students and teaching staff. This highlights the need for future research to overcome the limitations identified, with a view to addressing the paucity of studies and existing methodological heterogeneity. It is suggested that future research endeavours should be extended to other educational stages and to continue exploring the appropriateness and effectiveness of mindfulness practices in the educational context.