Mindfulness in School-Based Curricula

This chapter explores the increasing number of studies since 2010 that have incorporated MBPs into school curricula. Several structured MBPs and their reported effectiveness are reviewed. While many earlier studies reported positive outcomes in mental health and self-regulation among children and adolescents, more recent studies using large sample sizes and rigorous designs have found limited changes post-program. These findings highlight the importance of ongoing research to understand the full impact of MBPs in school settings. Future research directions are proposed to address these challenges and recommendations for implementing mindfulness in school contexts are also provided, with the aim of maximizing the benefits of these programs for children.