Mindfulness practices are linked to positive school climate outcomes including compassion, well-being, and self-regulation¶

Claim · All claims
Evidence · 1 study · review r2 · q1
Currency · newest study 2020 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Research has linked mindfulness-based practices with cultivation of compassion and empathy, increased well-being and friendship, and improved self-regulation, citing Birnie et al. (2010), Miners (2008), and Flook et al. (2010). → Browning 2020

Evidence¶

Browning 2020¶

Browning, A., & Romer, N. (2020). Mindfulness-based practices for schools. WestEd. https://californias3.wested.org/wp-content/uploads/Mindfulness-Based-Practices-for-Schools.pdf

q1 · i? · review · r2

The brief attributes these school climate outcomes to three cited studies: compassion and empathy cultivation (Birnie, Speca, & Carlson, 2010), increased well-being, positive emotion, popularity, and friendship (Miners, 2008), and improved self-regulation (Flook et al., 2010). No effect sizes are printed.

"Research has linked mindfulness-based practices with outcomes indicative of a positive school climate, including: • Cultivation of compassion and empathy"

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Self-Regulation — outcome: instruction changes it

Related Claims¶

• The evidence base for school mindfulness interventions is promising but too variable for definitive practice recommendations — the general claim this finding bears on, with the studies behind it
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