Implementing Mindfulness-Based Programs for Children

Over the last decade, there has been an increase in studies focusing on implementation sciences, including the implementation of MBPs, particularly in children. The positive outcomes observed in translating MBP to children have raised concerns about effective implementation in various settings, especially in schools. It is important to accurately describe the program, participants, and contextual factors when implementing MBPs for children. Additionally, several factors contribute to the quality of implementation, including integrity, competence, adaptation, dosage, uptake of the program, participant responsiveness, program feasibility, and acceptability. This chapter provides a framework for studying these implementation factors. Furthermore, the chapter critically reviews the gaps between the established standards and the actual implementation practices observed in real-world settings.