Research shows that mindfulness has positive effects on students when implemented in school settings. When mindfulness programs are implemented at schools, pre- and post-measures consistently indicate:
Decreases in:
Aggressive and disruptive behaviors
Anxiety
Depression and negative mood/affect
Stress
Increases in:
Calmness
Empathy and social skills
Executive functioning and attention
Optimism and positive emotions
Self-control and emotional regulation
Preliminary findings also indicate that mindfulness is associated with improved academics. This relationship may exist due to the positive effects mindfulness exerts over academic behaviors, such as sustaining attention and self-regulation (Black & Fernando, 2014; Broderick & Frank, 2014; Felver et al., 2013; Lawlor, 2014; Waters et al., 2014).
Mindfulness can easily be applied toward daily school activities, such as listening, test-taking, and peer relationships. Teachers can do short mindfulness activities with students at various times, such as first thing in the morning, a break between subjects, before tests, or before lunch/recess. Curricula, websites, and apps are being developed more and more to help teachers implement mindfulness in their classrooms.
Black, D.S. & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child & Family Studies, 23, 1242-1246.
Broderick, P.C. & Frank, J.L. (2014). Learning to BREATHE: An intervention to foster mindfulness in adolescence. New Directions for Youth Development, 2014(142), 31-44.
Felver, J.C., Doerner, E., Jones, J., Kaye, N.C., & Merrell, K.W. (2013). Mindfulness in school psychology: Applications for intervention and professional practice. Psychology in the Schools, 50(6), 531-547.
Lawlor, M.S. (2014). Mindfulness in practice: Consideration for implementation of mindfulness-based programming for adolescents in school contexts. New Directions for Youth Development, 2014(142), 83-95.
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2014). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Education Psychology Review, 27, 103-134.