The use of mindfulness-based interventions (MBIs) in schools has been on the rise. MBIs have a small, positive effect on cognitive and socio-emotional outcomes, but not a significant effect on behavioral and academic outcomes. Plain language summary Mindfulness-based interventions in schools have positive effects on cognitive and socio-emotional processes but do not improve behavior and academic achievement There was little heterogeneity for all outcomes, besides behavioral outcomes, suggesting that the interventions produced similar results across studies on cognitive, socio-emotional and academic outcomes despite the interventions being quite diverse. But there is not a significant effect on behavioral and academic outcomes. MBIs have a small, statistically significant positive effect on cognitive and socio-emotional outcomes. The review summarizes 61 studies and synthesizes 35 studies, with a total of 6,207 student participants. The final section of the paper will explore how paradigms pose a challenge for notable issues worth addressing in future academic inquiries about the MindUp Program, and conclude with an examination of the concept of change, and how it specifically applies to mindfulness in schools.This Campbell systematic review examines the effectiveness of school-based Mindfulness-based interventions (MBIs) on cognition, behavior, socio-emotional outcomes and academic achievement. The third section of the paper will argue why it is a moral responsibility of schools to teach children to be mindful of aimless thinking of past and future events by first explaining how teaching, schools, and school leadership are moral activities, and then illustrate how The Hawn Foundation infers their moral responsibilities in each of the three categories of education. The second section will then provide an explanation of the nature of living a mindful life, address the psychological nature of thinking and its’ inherent dysfunction, and articulate how the two understandings point to the wisdom embedded in the words “know thyself”.
This paper will support the mission of The Hawn Foundation by first explaining what the MindUp program is, and then describing some of its’ successes inside the classroom and research lab. I argue this paper proceeds on the assumption that that it is the responsibility of the Foundation to unequivocally articulate in their own words the key assumptions and beliefs underlying their curriculum, and, in particular, their understanding of the dynamics of thinking, the mental and physical state of being mindful, MindUp’s moral underpinnings, and any prior allegations against the MindUp’s mission and educational philosophies that have been resolved through democratic discourse.
Moreover, the website does not address any concerns about their program. 2) by having schools foster the skills of “focused attention and nonreactive monitoring of experience from moment to moment without judgement” (The Hawn Foundation, Mission and Vision, para. Nevertheless, excluding the media archives, monographs, and articles, nothing explicitly explains to the web browser how The Hawn Foundation interprets the nature of thinking, the mental and physical state of mindfulness, or the moral responsibility it has undertaken to help students cultivate “wellbeing, emotional balance, and resiliency” (The Hawn Foundation, Mission and Vision, para. 1) is a noble and worthwhile cause.Ī thorough examination of the MindUp’s website reveals a dependence on the credible research in the field of Social and Emotional Learning. 1) caused by the modern world which has created “everything from pollution, environmental toxins, noise, information overload the relentless struggle to survive and succeed” (Liu & Blank, 2011, 81), The Hawn Foundation’s mission “to equip children with the social and emotional skills they need to navigate the challenges of the contemporary world in order to lead smarter, healthier, and happier lives (The Hawn Foundation, Mission and Vision, para. Due to “ the alarming jump in stress, depression, and violence among today’s children and young people” (The Hawn Foundation, Foundation History, para.
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