Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary students
Mindfulness-based interventions (MBIs) in schools have become increasingly popular. These practices are employed to reduce student stress and anxiety, and to improve socioemotional competencies, student behavior, and academic achievement. For purposes of the study MBI’s were defined as self-regulation of attention to the conscious awareness of one’s immediate experiences while adopting an attitude of curiosity, openness, and acceptance. A recent Campbell Collaboration systematic review examined the effectiveness of school-based MBIs on cognition, behavior, socioemotional outcomes, physiological, and academic achievement. Of 61 studies examined, 35 studies, with a total of 6,207 student participants, met the criteria for inclusion. Studies in this review included randomized trials, quasi-experimental designs, single group pre-post test comparisons, and single subject designs. To be included in the review, a study had to report outcomes on at least one of these measures: cognition, academic performance, behavior, socioemotional, and physiological. Study populations included preschool, primary school, and secondary school students.
The Campbell review found that MBIs had a small, statistically significant positive effect on cognitive and socioemotional outcomes, but no significant effect on behavioral and academic outcomes. The study also concluded that further work in this area is needed, given the quantity of research and quality of the available studies.
Citation: Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary students. Campbell Systematic Reviews:5