The evidence base for school mindfulness interventions is heterogeneous and many studies are underpowered¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The review found great heterogeneity across studies, many underpowered trials, and diverse samples, implementations, exercises, and instruments. → Charlotte Zenner 2014

Evidence¶

Charlotte Zenner 2014¶

Charlotte Zenner, Solveig Herrnleben-Kurz and Harald Walach. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2014.00603

q3 · i? · quant-synthesis · r3

The review's quality assessment of the 24 included studies, which varied in sample sizes between 12 and 216 and used a wide range of measures. The authors state "There is great heterogeneity, many studies are underpowered, and measuring effects of Mindfulness in this setting is challenging."

"However, the diversity of study samples, variety in implementation and exercises, and wide range of instruments used require a careful and differentiated examination of data. There is great heterogeneity, many studies are underpowered, and measuring effects of Mindfulness in this setting is challenging."

Discussion¶

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
• Effects of dropout programs on dropout odds are heterogeneous across studies — related
• No significant heterogeneity in pilot effects by school racial/ethnic composition was found — related
• Instruments show great heterogeneity in measurement quality, with validity or reliability information lacking in many cases — related