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The 'What,' 'Why,' and 'When' of Using Mindfulness in Schools: Best Practices and Guidance for Educators and Policymakers
- Source :
-
Theory Into Practice . 2022 61(4):465-476. - Publication Year :
- 2022
-
Abstract
- Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness.
Details
- Language :
- English
- ISSN :
- 0040-5841 and 1543-0421
- Volume :
- 61
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Theory Into Practice
- Publication Type :
- Academic Journal
- Accession number :
- EJ1370552
- Document Type :
- Journal Articles<br />Information Analyses
- Full Text :
- https://doi.org/10.1080/00405841.2022.2107822