Design school mindfulness programs using combinations of mindfulness activities, matched to adolescent developmental stage and delivery agent¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 quant-synthesis), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The authors recommend applying their meta-analytic moderator findings to future program design, stating the findings "can be used to inform future designs and applications of mindfulness interventions in the school setting." The strategy is to design school mindfulness programs informed by the moderators the meta-analysis identified: delivering during late adolescence (15–18), combining various mindfulness activities, and deliberately choosing between an outside facilitator and trained educators/teachers.

Design Implications¶

Context¶

Requirements¶

• Program designers should attend to the moderator characteristics identified by the meta-analysis: participant age, the combination of mindfulness activities used, and who delivers the intervention.

Constraints¶

• The available text does not specify concrete design steps; the recommendation rests on moderator findings for which no separate effect sizes are printed.

Target Learners¶

• children and adolescents in elementary and high school settings

Target Learning Goals¶

• mental health and well-being outcomes, including mindfulness and mental health outcomes

Claims¶

• Mindfulness interventions consisting of combinations of various mindfulness activities show the largest effects on youth mental health and well-being [+W]
• Effects of school-based mindfulness interventions differ according to whether delivery is by an outside facilitator or by trained educators/teachers [+W]
• Mindfulness interventions delivered during late adolescence (15–18) show the largest effects on youth mental health and well-being outcomes [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-analysis. Mindfulness. https://doi.org/10.1007/s12671-017-0839-2