Include unpublished studies and feasibility data when reviewing school mindfulness research¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The review recommends that future syntheses of school-based mindfulness research locate both published and unpublished studies (e.g., doctoral theses), since these "often contain supplementary information that could be valuable and could introduce new approaches to this specific research field." It also recommends systematically assessing feasibility—acceptability to teachers and students and implementation within daily school routine—when new interventions are introduced, as a source for improvement and adaptation.

Design Implications¶

Context¶

Requirements¶

• Comprehensive search strategies across multiple databases plus hand search and expert contact

Constraints¶

• The review notes enthusiasm about mindfulness in schools currently surpasses evidence, citing Greenberg and Harris

Target Learners¶

• pupils and students from grade 1 to 12

Target Learning Goals¶

• evaluating and improving school-based mindfulness interventions

Claims¶

• The evidence base for school mindfulness interventions is heterogeneous and many studies are underpowered [+W]
• School-based mindfulness interventions show overall effect sizes of g = 0.40 between groups and g = 0.41 within groups [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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