The what, why, and when of using mindfulness in schools: best practices and guidance for educators and policymakers

Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness.

Automated summary

In this literature review, the different types of mindfulness-based interventions (MBIs) implemented in school settings are defined, and the outcomes commonly addressed by MBIs in schools are identified. Recommendations for best practices in implementing MBIs in schools are also provided.