Article2013

Developing mindfulness with children and young people: a review of the evidence and policy context

126 citations0/0 files storedJournal of Children s Services

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Mindfulness and Compassion Interventions Early Childhood Education and Development Psychological Well-being and Life Satisfaction

Abstract

Purpose This paper aims to explore the growing field of the teaching of mindfulness to young people, looking at its social and policy context, its applications, and other areas of work that it might support and within which it might fit. It focuses particularly on the state of the current evidence for such teaching and the conclusions that can be drawn from it. Design/methodology/approach The paper is a literature review, drawing mainly on the 20 or so significant and good quality studies (i.e. those with significant numbers of participants, published in peer‐reviewed journals) that make up the evidence base for mindfulness and the young, along with some comments on the policy context into which mindfulness can and might fit. Findings Work on mindfulness with young people is popular with both staff and students, has a developing presence and can be effective in promoting a very wide range of outcomes. When well taught and when practised regularly, it has been shown to be capable of improving mental health and well‐being, mood, self‐esteem, self‐regulation, positive behaviour and academic learning. There are many possible promising locations for mindfulness within mainstream education and the health services, including work to improve on mental health and well‐being for staff and students, social and emotional learning, special education and mainstream subject based work. Originality/value Mindfulness is a new and growth area. Work with adults is well developed with a convincing evidence base, but work with the young, although developing rapidly, is much younger and this review is one of only a handful attempting to bring it to wider professional awareness.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 126 citations exist upstream.

References

2011The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions 1995Emotional Intelligence: Why It Can Matter More Than IQ 2003Mindfulness Training as a Clinical Intervention: A Conceptual and Empirical Review 2004Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences.2008The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes 2010Mindfulness practice leads to increases in regional brain gray matter density 2005Building academic success on social and emotional learning: what does the research say?1990Full Catastrophe Living

Cited by

2016Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children 2016Results of a Mindfulness-Based Social-Emotional Learning Program on Portuguese Elementary Students and Teachers: a Quasi-Experimental Study 2019Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017 2016Mindfulness in Music

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.