ABSTRACT
Mindfulness as an applied topic of scientific inquiry has become increasingly popular during the past 30 years. In parallel with this general interest, clinicians and researchers have also become more interested in exploring the utility of mindfulness-based programs (MBPs) in educational settings. This chapter synthesizes the existing research literature on the use of MBP practices with children and adolescents in school settings. The first section of the chapter summarizes existing systematic reviews and meta-analyses that have been conducted to date. The second section reviews and summarizes research that has been conducted since 2014. The third and final section of the chapter provides recommendations for future research and for those seeking to implement evidence-based MBPs in school settings. The chapter presents two overall findings of some importance: (a) the evidence strongly suggests that MBPs appear to be feasible to implement in school systems, are acceptable as a practice, and do not appear to cause harm, and (b) the existing studies indicate that MBPs would seem to benefit students across multiple domains of functioning, including reducing symptoms of psychopathology, improving their general psychosocial well-being, enhancing certain aspects of cognitive functioning (e.g., attention, self-regulation), and improving academic outcomes.
