Exploring the use and delivery of school-based mindfulness programmes for young children.

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Bibliographic Details
Title:	Exploring the use and delivery of school-based mindfulness programmes for young children.
Authors:	Holt, Stephanie, Atkinson, Cathy
Source:	Educational & Child Psychology. Dec2022, Vol. 39 Issue 3, p70-93. 24p. 1 Diagram, 8 Charts.
Subjects:	Mindfulness, Educational planning, Program design (Education), Secondary education, Young adults
Abstract:	Aims: This systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old. Method: School-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed. Findings: The results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning. Limitations: The Covid-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult. Conclusions: Implications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	Aims: This systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old. Method: School-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed. Findings: The results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning. Limitations: The Covid-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult. Conclusions: Implications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions. [ABSTRACT FROM AUTHOR]
ISSN:	02671611
DOI:	10.53841/bpsecp.2022.39.3.70