Mindfulness for children in public schools: Current research and developmental issues to consider

Mindfulness-based interventions have increased in popularity over the past decade and interest continues to increase in the potential to use mindfulness-based interventions in schools. The current research concerning school-based mindfulness-based interventions is reviewed in this article. This rese...

Full description

Saved in:
Bibliographic Details
Published in:International journal of school & educational psychology 2016-04, Vol.4 (2), p.106-112
Main Authors: Chadwick, Jeanne, Gelbar, Nicholas W.
Format: Article
Language:English
Subjects:
Cognitive Ability
Educational Environment
Intervention
Metacognition
mindfulness
mindfulness-based stress reduction
Outcomes of Education
Program Evaluation
Public Schools
school-age
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Mindfulness-based interventions have increased in popularity over the past decade and interest continues to increase in the potential to use mindfulness-based interventions in schools. The current research concerning school-based mindfulness-based interventions is reviewed in this article. This research base is fragmented, as most of the studies are underpowered, use uneven dosing, and have not considered important developmental covariates such as cognitive ability. Suggestions for future research are offered including larger, more systematic intervention studies. Practical considerations for providing mindfulness-based interventions in schools are offered, including potential program evaluation outcome measures.
ISSN:2168-3603
2168-3611
DOI:10.1080/21683603.2015.1130583