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25-01-2023 | COMMENTARY

Encouraging Advances in the Science on Mindfulness and Compassion in Schools: Current Research, Lingering Questions, and Future Directions

Auteur: Kimberly Anne Schonert-Reichl

Gepubliceerd in: Mindfulness | Uitgave 2/2023

Abstract

A confluence of research has emerged in recent years elucidating the benefits of school-based mindfulness programs (SBMPs). The article by Roeser et al. provides an extensive and cogent analysis of what is currently known about the effectiveness of SBMPs coupled with a careful and thoughtful analysis of the necessary elements for advancing the science of mindfulness and compassion in schools. This commentary begins with a brief summary of the synopsis by Roeser et al. of the impact of SBMPs on student outcomes. Following this, drawing from my own experiences in conducting research on mindfulness and compassion in schools, I discuss four topics that I believe deserve extra attention for advancing the science in the field and offer my observations on each: (a) determining what constitutes a mindfulness program, (b) taking a developmental perspective, (c) obtaining students’ perspectives, and (d) differentiating who delivers the SBMP to students. The commentary ends with some of my own reflections on what might be needed to move the field into the direction that Roeser et al. have articulated for the next generation of science of mindfulness and compassion in schools.

vorige artikel Where Have We Been and Where Are We Going with Mindfulness in Schools?

volgende artikel Using Implementation Reporting to Advance Culturally Sensitive and Equity-Focused Mindfulness Programs in Schools

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Titel: Encouraging Advances in the Science on Mindfulness and Compassion in Schools: Current Research, Lingering Questions, and Future Directions
Auteur: Kimberly Anne Schonert-Reichl
Publicatiedatum: 25-01-2023
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 2/2023
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-023-02070-2

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