Phan Mary L, Renshaw Tyler L, Caramanico Julie, Greeson Jeffrey M, MacKenzie Elizabeth, Atkinson-Diaz Zabryna, Doppelt Natalie, Tai Hungtzu, Mandell David S, Nuske Heather J
Department of Psychology, Utah State University, Logan, USA.
Penn Center for Mental Health, University of Pennsylvania, Philadelphia, USA.
Mindfulness (N Y). 2022 Jul;13(7):1591-1613. doi: 10.1007/s12671-022-01885-9. Epub 2022 May 23.
The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth.
We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust coding system for evidence-based guidelines. Coders rated each study numerically per study design as 1++ (RCT with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality ('A Grade') to lowest quality ('D Grade') evidence.
The highest quality evidence ('A Grade') across outcomes indicated that MBSIs increased prosocial behavior, resilience, executive function, attention and mindfulness, and decreased anxiety, attention problems/ADHD behaviors and conduct behaviors. The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no improvements. The highest quality evidence suggests MBSIs have a null effect on depression symptoms.
This review demonstrates the promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. We urge researchers interested in MBSIs to study their effectiveness using more rigorous designs (e.g., RCTs with active control groups, multi-method outcome assessment, and follow-up evaluation), to minimize bias and promote higher quality-not just increased quantity-evidence that can be relied upon to guide school-based practice.
本系统评价旨在通过评估针对青少年特定结果的证据，来评估当前关于基于正念的学校干预措施（MBSIs）的文献。
我们评估了来自五大洲的77项研究，总样本量为12358名学生，通过一个基于循证指南的强大编码系统来评估每项研究的质量。编码员根据研究设计将每项研究从1++（偏倚风险极低的随机对照试验）到4（专家意见）进行数字评分，并根据相应的证据字母等级对所有研究进行评分，从最高质量（“A级”）到最低质量（“D级”）证据。
各项结果中最高质量的证据（“A级”）表明，基于正念的学校干预措施增加了亲社会行为、恢复力、执行功能、注意力和正念，并减少了焦虑、注意力问题/多动症行为和品行行为。关于幸福感的最高质量证据存在分歧，一些研究表明幸福感增加，而一些研究则表明没有改善。最高质量的证据表明，基于正念的学校干预措施对抑郁症状没有影响。
本综述表明在学校环境中纳入正念干预措施以改善某些青少年结果的前景。我们敦促对基于正念的学校干预措施感兴趣的研究人员使用更严格的设计（例如设有积极对照组的随机对照试验、多方法结果评估和随访评估）来研究其有效性，以尽量减少偏倚并促进更高质量——不仅仅是增加数量——的证据，以便为学校实践提供可靠指导。
