Beyond All Splits: Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students.

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.

Study at a glance

Abstract

Abstract Objectives This paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4–18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research. Methods Public data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented. Results Research is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students’ self-regulation abilities, but SBMPs’ impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research. Conclusions In the next generation of science, we suggest (a) improving the experimental research; (b) expanding developmental research; and (c) re-envisioning assumptions, theories, and methods in research to go “beyond all splits” towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness and compassion for students in schools.