Mindfulness-based interventions for improving cognition, academic achievement, behaviour & socio-emotional functioning of primary & secondary students
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Professor Brandy R Maynard, Professor Michael Solis, Veronica Miller, and Doctor Kristen E. Brendel

This online collection summarises research on mindfulness-based interventions implemented in school settings with primary and secondary school pupils. The main finding is that mindfulness-interventions can have small but statistically significant effects on pupils’ cognitive and socio-emotional outcomes.

However, the authors found insufficient evidence in support of the positive effects mindfulness intervention have on cognitive and socio-emotional outcomes translating into positive outcomes for academic and behavioural outcomes.

Overall, the authors urge caution around the growing enthusiasm for school-based mindfulness interventions, adding that little is known about the costs and adverse effects of these interventions. They suggest that the available evidence may not justify the costs of implementing these programmes, and that there are some indications that mindfulness interventions could have adverse effects on pupil, though these have not yet been adequately examined.

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Professor Brandy R Maynard, Professor Michael Solis, Veronica Miller, and Doctor Kristen E. Brendel

Published by:
Campbell Collaboration

Date of publication:
March 2017

Country of origin:

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This resource brings together research and evidence on the effects of mindfulness interventions on behaviour, achievement and socio-emotional outcomes. It may be of particular interest to those with pastoral or welfare responsibilities for staff and pupils. 


Record ID:
R378 / 485
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