Meditation shows significant but predominantly small effects on social competence, with teacher-facilitated programmes showing more significant effects¶

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

Subclaims¶

q2 i3 Schonert-Reichl and Lawlor observed significant, strong improvements in teacher-reported social-emotional competence (d=1.27) in the mindfulness education group versus controls; overall, 33% of six social competence effect sizes were significant, mostly small. → Lea Waters 2015 q2 i? Teacher-facilitated interventions had a higher percentage of significant social competence effects (75%; n=4) than other instructors (20%; n=5). → 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 · r2

The review reports this non-random experiment trial of a 10-lesson mindfulness education intervention (intervention=139, control=107) with teacher-rated outcomes and a printed effect size of "social –emotional competence ( d=1.27)". The review attributes the finding to Schonert-Reichl and Lawlor (2010).

"With respect to increased pro-social behaviour, Schonert-Reichl and Lawlor ( 2010)o b - served significant, strong improvements in a range of teacher-reported social –emotional competence ( d=1.27) from pre- to post-test in the ME group compared to controls."

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 · i? · review · r2

The review's percentage-of-significant-effects comparison for facilitator type on social competence outcomes, the only programme characteristic with enough effects to compare. No effect size is printed for this comparison, so no magnitude is claimed.

"A higher percentage of interventions were found where the teacher was the facilitator (75 %; n=4) compared to other instructors (20 %; n=5)."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Evidence on meditation and academic achievement is scant: only three published studies, with the strongest from TM programmes on standardised test scores — related
• School meditation programmes foster small improvements in well-being, more consistently reducing negative outcomes than promoting positive ones — related
• Interventions with high schoolers and young adults show strong consistent improvement in cognitive regulation and small but significant improvements in health, mental health, and delinquency — related
• SEL programs improve social emotional skills — related
• Social and personal skills interventions were highly effective, with only 2 of 6 studies (33%) reporting a small and statistically insignificant change. — related