TY - JOUR
T1 - Beyond All Splits
T2 - Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students
AU - Roeser, Robert W.
AU - Greenberg, Mark T.
AU - Frazier, Tyralynn
AU - Galla, Brian M.
AU - Semenov, Andrei D.
AU - Warren, Michael T.
N1 - Funding Information:
We would like to thank Sarah Garland for her contribution to accessing EuResist data and synthetic data validation. This study benefited from data provided by EuResist Network EIDB; and this project has been funded by a Wellcome Trust Open Research Fund (reference number 219691/Z/19/Z). We would also like to thank the reviewer(s) and editor for taking the time and effort to review the manuscript. We sincerely appreciate all valuable comments; in helping us to improve the quality of the manuscript.
Publisher Copyright:
© 2022, The Author(s).
PY - 2022
Y1 - 2022
N2 - Objectives: This paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4–18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research. Methods: Public data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented. Results: Research is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students’ self-regulation abilities, but SBMPs’ impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research. Conclusions: In the next generation of science, we suggest (a) improving the experimental research; (b) expanding developmental research; and (c) re-envisioning assumptions, theories, and methods in research to go “beyond all splits” towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness and compassion for students in schools.
AB - Objectives: This paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4–18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research. Methods: Public data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented. Results: Research is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students’ self-regulation abilities, but SBMPs’ impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research. Conclusions: In the next generation of science, we suggest (a) improving the experimental research; (b) expanding developmental research; and (c) re-envisioning assumptions, theories, and methods in research to go “beyond all splits” towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness and compassion for students in schools.
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U2 - 10.1007/s12671-022-02017-z
DO - 10.1007/s12671-022-02017-z
M3 - Article
AN - SCOPUS:85141654894
SN - 1868-8527
JO - Mindfulness
JF - Mindfulness
ER -