Lucy Foulkes

2 papers in the library · 596 citations · publishing 2018-2025

Papers

Research Review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents – a meta‐analysis of randomized controlled trials

Journal of Child Psychology and Psychiatry October 22, 2018 Darren Dunning, Kirsty Griffiths, Willem Kuyken et al. 596 citations

A meta-analysis of 33 randomized controlled trials involving 3,666 children and adolescents found that mindfulness-based interventions produce small but significant improvements in mindfulness, executive functioning, attention, depression, anxiety/stress, and negative behaviors compared to control conditions. However, when only the 17 trials with active control groups (1,762 participants) were analyzed, significant benefits were limited to mindfulness, depression, and anxiety/stress, with effect sizes (Cohen's d) of 0.42, 0.47, and 0.18 respectively. The authors conclude that mindfulness interventions can improve youth mental health but note that larger definitive trials are needed to confirm these effects and understand how they work.

DOI: 10.1111/jcpp.12980 Mindfulness Anxiety Randomized controlled trial Psychological intervention +6

Adolescents' trajectories of mental health in the MYRIAD trial.

JCPP advances October 7, 2025 Carolina Guzman Holst, Simona Skripkauskaite, Jack L. Andrews et al.

Most adolescents (69%-80%) followed stable low-problem trajectories for depression risk, social-emotional-behavioural functioning, wellbeing, and anxiety over a one-year school-based mindfulness intervention trial. However, 11%-23% experienced stable high-problem trajectories, 2%-16% showed increasing problems, and 1%-5% showed decreasing problems. Receiving the mindfulness intervention did not affect which trajectory adolescents followed. Individual factors like executive functioning difficulties and baseline mental health risk, along with school climate, predicted trajectory membership, but these effects did not differ between intervention and control groups. The findings indicate that universal interventions may not address the diverse needs of all students.

DOI: 10.1002/jcv2.70046 Full text Depression Adolescence Mindfulness training School-based interventions +1