The "What," "Why," and "When" of Using Mindfulness in Schools: Best Practices and Guidance for Educators and Policymakers

Autor/inn/en	Hosan, Naheed E.; Smith, Veronica; Strean, William B.; Sibinga, Erica M. S.; Punja, Salima; Vohra, Sunita
Titel	The "What," "Why," and "When" of Using Mindfulness in Schools: Best Practices and Guidance for Educators and Policymakers
Quelle	In: Theory Into Practice, 61 (2022) 4, S.465-476 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2022.2107822
Schlagwörter	Metacognition; Intervention; Best Practices; Stress Management; Behavior Modification; Cognitive Restructuring; Social Emotional Learning; Elementary Secondary Education; Program Implementation; Program Effectiveness; Academic Achievement + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Stressmanagement; Stressbewältigung; Behaviour modification; Verhaltensänderung; Schulleistung
Abstract	Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01