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Handbook of Mindfulness in Education pp 271–283Cite as

Mindfulness Matters in the Classroom: The Effects of Mindfulness Training on Brain Development and Behavior in Children and Adolescents

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Part of the book series: Mindfulness in Behavioral Health ((MIBH))

Abstract

This chapter reviews evidence from developmental psychology and cognitive neuroscience on the effects of mindfulness training in children and adolescents. It is argued that mindfulness practices can be integrated into all classroom levels from preschool to high school, and that doing so has the potential to improve students’ brain functioning and lead to changes in brain structure that facilitate academic success. In particular, it is argued that mindfulness practice improves various aspects of self-regulation that are central to academic achievement. Directions for future research and suggestions for educators who wish to introduce mindfulness practices to their students are discussed.

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  1. Metropolitan State University of Denver, Denver, CO, USA

    Kristen E. Lyons & Jennifer DeLange

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  1. Kristen E. Lyons
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Correspondence to Kristen E. Lyons .

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  1. Dept Educational & Counselling Psyc, University of British Columbia, Vancouver, British Columbia, Canada

    Kimberly A. Schonert-Reichl

  2. Portland, Oregon, USA

    Robert W. Roeser

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Lyons, K.E., DeLange, J. (2016). Mindfulness Matters in the Classroom: The Effects of Mindfulness Training on Brain Development and Behavior in Children and Adolescents. In: Schonert-Reichl, K., Roeser, R. (eds) Handbook of Mindfulness in Education. Mindfulness in Behavioral Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_17

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