Beyond All Splits: Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students.

OBJECTIVES

This paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4-18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research.

METHODS

Public data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented.

RESULTS

Research is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students' self-regulation abilities, but SBMPs' impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research.

CONCLUSIONS

In the next generation of science, we suggest (a) the experimental research; (b) developmental research; and (c) assumptions, theories, and methods in research to go "beyond all splits" towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness compassion for students in schools.