Mindfulness-Based Interventions in Schools: Exploring factors affecting implementation

Prevalence rates for childhood anxiety are high and promoting mental health and wellbeing in Children and Young People (CYP) in schools has been emphasised as an important objective in recent government initiatives and policies.

Mindfulness-Based Interventions (MBIs) are increasingly used in schools, however, research around their effectiveness is still emerging and little is known about factors affecting implementation.

The systematic literature review examines the effectiveness of MBIs when implemented in primary and secondary school settings.

12 out of the 13 studies reviewed demonstrated that MBIs decreased levels of anxiety for CYP.

Key findings are summarised, implications for Educational Psychology (EP) practice and directions for future research are highlighted.

This includes the need to further investigate the role of school staff in implementing MBIs.

The empirical study employed a mixed-method design to explore the impact the Mindful Attention Programme (MAP), when implemented by Teaching Assistants (TAs) and factors affecting implementation in 5 mainstream primary schools.

Within the quantitative phase, 63 children aged 9-11 completed measures of mindfulness and anxiety before and after the MAP.

Results indicate that the MAP had a significant effect on mindfulness, which increased over time, and a non-significant effect on anxiety.

Within the qualitative phase, a focus group was facilitated to explore the views of five TAs who delivered the MAP.

Thematic analysis identified six themes, which related to the positive impact and the facilitators and barriers to implementation.

Strengths and limitations of the study, implications for EP practice and directions for future research are discussed.