School meditation studies show significant improvements in emotional regulation, including reduced involuntary stress responses and behavioural dysregulation¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2 · i2–i3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Mendelson et al. (2010) found significant improvements in self-reported involuntary responses to stress in the meditation group versus controls, with significant differences on rumination, intrusive thoughts and emotional arousal subscales (involuntary engagement d=.83). → Lea Waters 2015 q2 i2 Schonert-Reichl and Lawlor (2010) found significant teacher-reported improvements in aggressive (d=.52) and oppositional behaviour/dysregulation (d=.43) in the intervention group versus controls. → Lea Waters 2015 (2)

Evidence¶

Lea Waters 2015¶

Lea Waters, Adam Barsky, Amanda Ridd, Kelly Allen. (2015). Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools. Educational Psychology Review. https://doi.org/10.1007/s10648-014-9258-2

q2 · i3 · review · r3

The review reports Mendelson et al.'s (2010) RCT (intervention=51, control=46) of 12 weeks of mindfulness. Table 3 prints involuntary engagement d=.83, rumination d=.70, intrusive thoughts d=.51, emotional arousal d=.64 (dIGPP, SDpost).

"Significant improvements in self-reported involuntary responses to stress were found in the meditation group compared to controls (as assessed by the RSQ). Specifically, significant differences were found on rumination, intrusive thoughts and emotional arousal subscales"

Lea Waters 2015 (2)¶

Lea Waters, Adam Barsky, Amanda Ridd, Kelly Allen. (2015). Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools. Educational Psychology Review. https://doi.org/10.1007/s10648-014-9258-2

q2 · i2 · review · r2

The review reports Schonert-Reichl and Lawlor's (2010) non-random experiment trial with teacher-rated TRSC outcomes. Table 3 prints aggressive behaviour d=.52 and oppositional behaviour d=.43 (dIG, SDpost).

"Significant teacher-reported improvements in aggressive and oppositional behaviour/ dysregulation in intervention group compared to controls"

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• School meditation programmes foster small improvements in well-being, more consistently reducing negative outcomes than promoting positive ones — a broader claim this one bears on
• Mindfulness practices are linked to positive school climate outcomes including compassion, well-being, and self-regulation — related
• Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout — related
• A practice brief reviewing self-regulation interventions reports substantial benefits of mindfulness programs for cognitive and emotional regulation, stress and mental health in adolescents and young adults — a broader claim this one bears on
• Across all RCTs, mindfulness-based interventions significantly improve mindfulness, executive functioning, attention, depression, anxiety/stress and negative behaviours in youth, with small effect sizes — a broader claim this one bears on