Mindfulness-Based Interventions in School Settings: An Introduction to the Special Issue

Jennifer L. Frank, Patricia A. Jennings, Mark T. Greenberg

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

Interest in contemplative science, particularly the use of mindfulness-based practices, has expanded rapidly in recent years. This special issue of Research in Human Development explores the potential effectiveness of mindfulness-based practices delivered in school settings. Articles included in this issue demonstrate how mindfulness can be used to help to improve student-teacher relationships, reduce ADHD symptomology, promote emotion regulation, and reduce stress among school-age youth. A final reflective commentary by Roeser (this issue) describes how study findings fit within the larger context of the contemplative sciences movement, followed by suggestions for future research.

Original languageEnglish (US)
Pages (from-to)205-210
Number of pages6
JournalResearch in Human Development
Volume10
Issue number3
DOIs
StatePublished - Jul 2013

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Developmental and Educational Psychology

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