MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL‐WORLD EXPERIENCES. Issue 1 (30th November 2016)

• Record Type: Journal Article
• Authors: Semple, Randye J.; Droutman, Vita; Reid, Brittany Ann
• Other Names: Renshaw Tyler L. guestEditor.; Cook Clayton R. guestEditor.
• Is Part Of: Psychology in the schools. Volume 54:Issue 1(2017)
• Page Start: 29
• Page End: 52
• Publication Date: 2016-11-30
• Subjects: Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.21981
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract : Mindfulness‐based curricula are being implemented in K‐12 schools across the nation. Many of these programs, although well considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school‐based programs currently being implemented in the schools is reviewed. The programs reviewed are Inner Explorer, Master Mind and Moment Program, Mindfulness and Mind‐Body Skills for Children, Mindful Schools, Resilient Kids, Still Quiet Place, Stress Reduction and Mindfulness Curriculum and Mindful Moment, and Wellness and Resilience Program . We offer a summary of research support for each program and discussion of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness. Strengths and limitations of each program are described, along with suggestions for bolstering informative and useful research. We encourage researchers, educators, and mindfulness practitioners to work collaboratively to conduct rigorous program evaluations.