A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings

Joshua C. Felver, Cintly E. Celis-de Hoyos, Katherine Tezanos, Nirbhay N. Singh

Research output: Contribution to journalArticlepeer-review

238 Scopus citations


There is a growing interest in the use of mindfulness-based interventions (MBI) on youth, which has recently expanded to include the study of students in school settings. This article systematically reviewed the existing literature of applied studies using MBI with students in school settings in order to identify limitations in the scientific literature and inform future research directions. Twenty-eight studies were selected for review and were coded across multiple domains, including methodologies employed, student characteristics, intervention characteristics, and outcome variables. Results quantitatively summarized the coded variables, and strengths and limitations in the literature were subsequently identified. We conclude with specific recommendations for future interventions scientists wishing to study the utility of MBI in school settings.

Original languageEnglish (US)
Pages (from-to)34-45
Number of pages12
Issue number1
StatePublished - Feb 1 2016
Externally publishedYes


  • Adolescents
  • Children
  • Mindfulness
  • Mindfulness-based stress reduction
  • Review
  • Schools
  • Students
  • Systematic review

ASJC Scopus subject areas

  • Social Psychology
  • Health(social science)
  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Applied Psychology


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