Journal of school psychology
June 1, 2014
Willoughby B Britton, Nathaniel E Lepp, Halsey F Niles et al.
253 citations
A pilot trial randomized 101 sixth-grade students to either a daily mindfulness meditation practice during an Asian history course or an active control activity during an African history course. Both groups showed significant decreases in clinical syndrome subscales and negative affect, with no difference between them in the extent of improvement. However, students who meditated were significantly less likely to develop suicidal ideation or thoughts of self-harm compared to controls. The findings suggest that mindfulness training may produce both unique benefits, such as reduced suicidal ideation, and non-specific benefits shared with other novel activities.
Journal of school psychology
June 1, 2018
Yoona Kang, Hadley Rahrig, Kristina Eichel et al.
143 citations
Sixth graders who practiced short mindfulness meditation sessions four to five times per week for six weeks reported greater improvement in emotional wellbeing than those in an active control group. Gender moderated the effect: female meditators showed larger increases in positive affect compared to control females, while males in both groups improved equally. Among females only, gains in self-compassion were linked to better affect. The results suggest school-based mindfulness training benefits early adolescents, with distinct responses by gender.
Journal of school psychology
August 1, 2024
Jessica Mettler, Stephanie Zito, Laurianne Bastien et al.
16 citations
Adolescents often find formal mindfulness practices like meditation difficult to maintain, leading to low engagement in school-based programs. In a randomized experiment with 142 adolescents, those taught informal mindfulness—brief, unstructured moments integrated into daily routines—were more likely to intend to use the strategies regularly and showed increased dispositional mindfulness from baseline to follow-up. This rise in mindfulness indirectly reduced depression, anxiety, general stress, school-related stress, and negative affect, while improving attentional control. The findings suggest that informal mindfulness may be a more accessible and effective approach for schools than formal practices, supporting a move away from one-size-fits-all instruction.
Journal of school psychology
April 1, 2025
Deborah L. Schussler, Sebrina L. Doyle Fosco, Melia A. Brown
3 citations
Personal and structural factors work together to determine whether school-based mindfulness programs succeed. Buy-in from educators was strongest when supported by champions in leadership positions. Time constraints and the implementation process itself were the most important contextual factors. First-hand, informal evidence of the program's impact influenced teacher buy-in more than published research studies.