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Mindfulness-Based Programs in School Settings: Current State of the Research

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Handbook of School-Based Mental Health Promotion

Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Abstract

Mental health issues among children and youth have been identified as a major concern locally and internationally, which has urged professionals to respond to the high prevalence rates and mitigate the effects of mental health problems on development. School is an important context to address mental health, as children and adolescents spend a significant amount of time in schools nearly every day. Drawing from the PYD perspective and dual-factor systems model, school administrators have begun to incorporate mental health intervention programs into their curriculums in order to facilitate youth to develop cognitive, social, and emotional skills, as well as promote their well-being. Mindfulness as a construct has been described in the literature in four separate conceptual forms: as a way of being, as a characteristic, as a practice, and as a therapeutic intervention.

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Acknowledgments

Special thanks to Krysta Mc Donald for reading an earlier version of the chapter, Tracey Ragnanan and Ilia Azari for assisting with references, and Mina Moravej for assisting with the literature search.

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  1. York University, Toronto, Canada

    Jennine S. Rawana, Benjamin D. Diplock & Samantha Chan

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  1. Althouse College, Western University, London, ON, Canada

    Alan W. Leschied

  2. Department of Psychology, Western University, London, ON, Canada

    Donald H. Saklofske

  3. Department of Psychology, York University, Toronto, ON, Canada

    Gordon L. Flett

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Rawana, J.S., Diplock, B.D., Chan, S. (2018). Mindfulness-Based Programs in School Settings: Current State of the Research. In: Leschied, A., Saklofske, D., Flett, G. (eds) Handbook of School-Based Mental Health Promotion. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-89842-1_18

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