The Research on Mindfulness in Schools

An excerpt from Best Practices for Bringing Mindfulness into Schools by Caren Osten Gerszberg​​

While the implementation of school-based mindfulness programs for children in grades K through 12—such as Inner Resilience, Mindful Schools, Learning to Breathe, and MindUp to name just a few—is becoming more popular, empirical research proving the benefits of mindfulness is only beginning to emerge and more rigorous research will be needed over the coming decades.

“We know very little about which programs work and what works for whom and under what conditions,” said Kimberly Schonert-Reichl, Ph.D., co-author with Robert Roeser of the recently published Handbook of Mindfulness in Education: Integrating Theory and Research into Practice, and a professor and researcher at the University of British Columbia.

A 2015 study by Schonert-Reichl looked at the effectiveness of a 12-week social and emotional learning (SEL) program that included mindfulness training. Ninety-nine 4th and 5thgraders were divided into two groups: one received MindUp’s weekly SEL curriculum and the other a social responsibility program already used in Canadian public schools. After analyzing measures, which included behavioral assessments, cortisol levels, feedback from their peers regarding sociability, and academic scores of math grades, the results revealed dramatic differences.

Compared to the students who learned the social responsibility program, those trained in mindfulness scored higher in math, had 24% more social behaviors, and were 20% less aggressive. The group trained in mindfulness excelled above the other group in the areas of attention, memory, emotional regulation, optimism, stress levels, mindfulness, and empathy.

Compared to the students who learned the social responsibility program, those trained in mindfulness scored higher in math, had 24% more social behaviors, and were 20% less aggressive.

Although in its early stages, research on the effects of school-based mindfulness programs is being fueled by three decades of studies on adults, which shows promise for its psychological and physiological benefits.


Researchers are turning their focus to children and teens to figure out what, when, how much, and from whom the teaching of mindfulness works best. “We don’t have conclusive evidence at this point about the benefits or impacts of mindfulness on youth,” said Lisa Flook, Ph.D., associate scientist at the Center for Healthy Minds, at the University of Wisconsin–Madison.

“We do see the promise of interventions and trainings on outcomes related to grades, wellbeing, and emotional regulation.” In other words, the research looking at the benefits of mindfulness in education is pointing toward the positive.

“Mindfulness is a powerful tool that supports children in calming themselves, focusing their attention, and interacting effectively with others, all critical skills for functioning well in school and in life,” said Amy Saltzman, M.D., director of the Association for Mindfulness in Education, and director of Still Quiet Place.


“Incorporating mindfulness into education has been linked to improving academic and social and emotional learning. Also, mindfulness strengthens some underlying development processes—such as focus, resilience, and self-soothing—that will help kids in the long run.”

Full Article:

Best Practices for Bringing Mindfulness into Schools

 BY Caren Osten Gerszberg

Gerszberg, Caren Osten. “Bringing Mindfulness into Schools.” Mindful, 25 Jan. 2017,

Former President

Rachel Wixey & Associates


This article covers so much great information on mindfulness in classrooms. In some areas of the country, this has been taught in schools for years. Anything that can bring the science, research and benefits to the forefront – I love! The skills mindfulness builds to support SEL feels particularly meaningful in this work these days.