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

ABSTRACT

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.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional Resources

• 1. Hosan, N. E., Punja, S., Smith, V., Strean, B., Sibinga, E., & Vohra, S. (2022). The mindfulness toolkit: An evidenced-based implementation guide for educators. Authors.

The Mindfulness Toolkit guides schools to operationalize their MBI implementation. The Toolkit draws on the scientific literature on MBIs and implementation science to recommend evidence-based programs and specific practices to educators. The Toolkit suggest ways that schools can optimize their efforts by engaging all stakeholders (including parents), increasing implementation fidelity (while enabling adaptation), and maximizing the likelihood of year-over-year sustainability.

• 2. The Collaborative for Academic, Social, and Emotional Learning’s (CASEL) Program Guide website: pg.casel.org.

The CASEL Program Guide helps educators and schools select evidence-based social-emotional learning (SEL) programs. CASEL considers how well programs have been evaluated, SEL lessons are integrated into existing teaching practices, and SEL is promoted across different settings.

• 3. Oliver, B. M. (2018). Indiana Department of Education social-emotional learning toolkit: Built upon a neurodevelopmental culturally responsive framework. Scholarship and Professional Work – Education, 161, 1-71.

This SEL Toolkit (a) examines definitions of SEL and best practices for school-based implementation, and (b) includes activities and resources that kindergarten to grade 12 teachers can use for implementation.