Mindfulness (N Y)
November 11, 2022
Robert W. Roeser, Mark T. Greenberg, Tyralynn Frazier et al.
71 citations
Research on mindfulness in schools is growing, mainly from psychology and prevention science. Evidence suggests school-based mindfulness programs can improve students' self-regulation, but effects on other outcomes across different ages are mixed. The current research has significant limitations, and wider critiques point to important future directions. The authors recommend improving experimental methods, expanding developmental research, and rethinking assumptions to build a more holistic, non-dualistic science grounded in relationships, culture, context, ethics, and development.
Mindfulness (N Y)
May 11, 2023
Maren M. Michaelsen, Johannes Graser, Miriam Onescheit et al.
58 citations
A systematic review and meta-regression analysis of randomized controlled trials examined the effectiveness of mindfulness-based and mindfulness-informed interventions in workplace settings. The findings indicate that these interventions produce small to moderate beneficial effects on employee mental health outcomes, including reductions in stress, anxiety, and burnout, as well as improvements in well-being. The analysis also suggests that intervention characteristics, such as duration and delivery format, may moderate these effects, but the overall evidence is limited by heterogeneity across studies and potential publication bias.
Mindfulness (N Y)
September 13, 2016
Nicholas M. Brisbon, Margie E. Lachman
30 citations
Higher dispositional mindfulness is linked to lower perceived stress and better sleep quality, but not directly to fewer subjective memory problems. Instead, perceived stress acts as a mediator: people with higher mindfulness report less stress, which in turn is associated with fewer everyday memory complaints. Sleep quality did not mediate this relationship. The findings come from 299 adults in the Boston area assessed twice about a year apart as part of the Midlife in the United States study (MIDUS-II).
Mindfulness (N Y)
January 1, 2015
Alison Evans, Rebecca Crane, Lucinda Cooper et al.
28 citations
A framework for supervising teachers of mindfulness-based interventions (MBIs) is presented, developed from the experience of eight supervisors, existing literature, and the authors' own training and supervision work. The framework maps the distinctive features of mindfulness-based supervision (MBS) using concentric circles that represent its essence, form, content, and process. The aim is to support the expansion of MBIs without compromising their integrity and efficacy by increasing the availability of competent supervision.
Mindfulness (N Y)
June 6, 2022
Rhiannon Y. Ueberholz, Alexandra J. Fiocco
20 citations
A brief mindfulness practice reduced perceived stress and improved sustained attention in undergraduates. Two hundred twenty students were randomly assigned to a control condition, a meditation condition, or a priming-plus-meditation condition. Both meditation groups showed decreased stress and fewer errors of omission on a sustained attention task compared to controls. Only the priming-plus-meditation group outperformed controls on total correct responses and errors of commission. Reaction time variability did not differ between groups. Priming about mindfulness benefits may enhance some attention outcomes beyond meditation alone.
Mindfulness (N Y)
September 26, 2025
Saampras Ganesan, Nicholas T. Van Dam, Sunjeev K. Kamboj et al.
3 citations
A 7-Tesla MRI study found that neurofeedback training (NFT) helps people become more aware of their mental states and boosts emotional well-being during real-world meditation. Participants who received NFT showed improved self-awareness and greater emotional benefits from meditation compared to those who did not receive NFT. The results suggest that NFT can enhance the positive effects of meditation practice.
Mindfulness (N Y)
May 19, 2026
Polina Beloborodova, Matthew J. Hirshberg, Simon B. Goldberg
An invited commentary argues that meditation-based ethical development interventions (MBEDs) may have limited capacity to address unethical behavior shaped by structural factors like academic incentive systems. It highlights a motivational trade-off: voluntary participation risks self-selection and ceiling effects, while mandatory implementation may lead to low engagement, as seen in other universal mindfulness-based interventions. The authors question reliance on meditation as the primary mechanism for ethical cultivation, noting sustained benefits require ongoing engagement that may be unrealistic in mandatory contexts. They propose an integrated model embedding MBEDs within institutional initiatives like holistic career assessment, open science practices, and incentives for replication, supplemented with non-meditative contemplative methods.