Marshall Tina, Farrar Alden, Wilson Melissa, Taylor Jeffrey, George Preethy, Ghose Sushmita Shoma, Cosgrove John, Patel Nikhil A
Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland.
Psychiatr Serv. 2025 Jan 1;76(1):49-60. doi: 10.1176/appi.ps.20240027. Epub 2024 Aug 27.
Mindfulness-based interventions are increasingly being used in schools to improve students' mental, emotional, and behavioral development. Although many mindfulness programs exist, the types of programs that are effective for specific age groups remain unclear. In this systematic review, the authors used established rating criteria to describe the level of evidence for school-based mindfulness interventions.
A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022 that focused on mindfulness interventions within school settings. The authors rated mindfulness interventions as having high, moderate, or low levels of evidence based on the number and rigor of studies with positive outcomes.
Of the 24 interventions identified across 41 studies, three interventions-Learning to BREATHE, Mindfulness in School Project, and mindfulness-based stress reduction (MBSR)-received a rating of high level of evidence. Three interventions-Gaia Program, MindUP, and a blended version of MBSR and mindfulness-based cognitive therapy-received a rating of moderate level of evidence. The interventions rated as having a high level of evidence were conducted with middle or high school students, and interventions with moderate evidence were also conducted with elementary students, demonstrating effectiveness of mindfulness across a range of age groups. Few studies examined outcomes for underserved populations.
With greater use and more research, mindfulness interventions have the potential to promote student well-being and prevent mental health conditions.
基于正念的干预措施越来越多地在学校中使用，以促进学生的心理、情感和行为发展。尽管存在许多正念项目，但对特定年龄组有效的项目类型仍不明确。在这项系统评价中，作者使用既定的评级标准来描述基于学校的正念干预措施的证据水平。
对主要数据库、灰色文献和证据库登记处进行检索，以识别2008年至2022年期间发表的关注学校环境中正念干预措施的研究。作者根据有积极结果的研究数量和严谨程度，将正念干预措施评为具有高、中或低证据水平。
在41项研究中确定的24种干预措施中，三种干预措施——学习呼吸、学校正念项目和基于正念的减压疗法（MBSR）——获得了高证据水平的评级。三种干预措施——盖亚项目、心灵成长（MindUP）以及MBSR和基于正念的认知疗法的混合版本——获得了中等证据水平的评级。被评为具有高证据水平的干预措施是针对中学生或高中生开展的，而具有中等证据水平的干预措施也针对小学生开展，这表明正念在一系列年龄组中都有效。很少有研究考察弱势群体的结果。
随着正念干预措施的更多使用和更多研究，其有潜力促进学生的幸福感并预防心理健康问题。
