ArticleMindfulness2022
Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design.
Article in Mindfulness, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 39 papers, 5 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
39 citing papers in PubMed, 5 syntheses or guidelines pooled it.
- Mindfulness-based interventions in psychopedagogy for students with Attention Deficit Hyperactivity Disorder (ADHD): a scoping review.Frontiers in psychology · 2026Pooled it
- Effects of physical activity interventions on mental health in children and adolescents: a systematic review and meta-analysis of intervention type and baseline risk as moderators.Frontiers in psychology · 2026Pooled it
- Mindfulness-based interventions for improvement of lifestyle behaviors and body mass index in children with overweight or obesity: a systematic review and meta-analysis.European journal of pediatrics · 2025Pooled it
- Gamified Health Promotion in Schools: The Integration of Neuropsychological Aspects and CBT-A Systematic Review.Medicina (Kaunas, Lithuania) · 2024Pooled it
- Translating neuroscience research to practice through grassroots professional learning communities.Trends in neuroscience and education · 2024Guideline
- Promoting Psychological Well-being in Preschoolers Through Mindfulness-based Socio-emotional Learning: A Randomized-controlled Trial.Research on child and adolescent psychopathology · 2024Trial
- Exploring positive psychology intervention and mindfulness-based intervention in nature: impact on well-being of school students in India.Frontiers in public health · 2024Trial
- Daily breath-based mindfulness exercises in a randomized controlled trial improve primary school children's performance in arithmetic.Scientific reports · 2023Trial
- Conceptualizing and Measuring Mindfulness in School Settings: A Mixed Methods Study and Development of Mindfulness in School Scale.Journal of Intelligence · 2026Article
- The Impact of a 12-Week School-Based Mindfulness Programme on Emotional Intelligence: A Cross-National Study of Primary and Secondary Students in Spain and Italy.Journal of Intelligence · 2026Article
- Emotion regulation mediates the effect of insomnia on non-suicidal self-injury in adolescents: the moderating role of mindfulness.Journal of neural transmission (Vienna, Austria : 1996) · 2026Article
- Beyond Cognitive Load Theory: Why Learning Needs More than Memory Management.Brain sciences · 2026Review
- Trajectories of spiritual well-being across the first year of the COVID-19 pandemic.The American journal of orthopsychiatry · 2026Article
- The predictive values of state and trait mindfulness on emotion understanding in primary school children.Frontiers in psychology · 2026Article
- A mathematical analysis of math anxiety dynamics using a classical SAS model: Bridging epidemic theory and pedagogical implications.PloS one · 2026Article
- School-based mindfulness education and children's emotion regulation: the mediating role of executive function.Frontiers in psychology · 2026Article
- Effects of a nurse-led mindfulness-based intervention on stress and emotional well-being in hospitalized school-aged children: a mixed-methods quasi-experimental study.BMC pediatrics · 2025Article
- Mindfulness and problematic smartphone use: indirect and conditional associations via self-regulated learning and digital detox.BMC psychology · 2025Article
- Let's Learn About Emotions Program: Acceptability, Fidelity, and Students' Mental Well-Being Outcomes for Finnish Primary School Children.Children (Basel, Switzerland) · 2025Article
- CARES360: A framework for teacher capacity-building in culturally sustaining practices.Journal of school psychology · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
Abstract
Objective: The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. Methods: We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust coding system for evidence-based guidelines. Coders rated each study numerically per study design as 1++ (RCT with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality ('A Grade') to lowest quality ('D Grade') evidence. Results: The highest quality evidence ('A Grade') across outcomes indicated that MBSIs increased prosocial behavior, resilience, executive function, attention and mindfulness, and decreased anxiety, attention problems/ADHD behaviors and conduct behaviors. The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no improvements. The highest quality evidence suggests MBSIs have a null effect on depression symptoms. Conclusion: This review demonstrates the promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. We urge researchers interested in MBSIs to study their effectiveness using more rigorous designs (e.g., RCTs with active control groups, multi-method outcome assessment, and follow-up evaluation), to minimize bias and promote higher quality-not just increased quantity-evidence that can be relied upon to guide school-based practice.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.