, Volume 7, Issue 1, pp 34–45 | Cite as

A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings

  • Joshua C. FelverEmail author
  • Cintly E. Celis-de Hoyos
  • Katherine Tezanos
  • Nirbhay N. Singh


There is a growing interest in the use of mindfulness-based interventions (MBI) on youth, which has recently expanded to include the study of students in school settings. This article systematically reviewed the existing literature of applied studies using MBI with students in school settings in order to identify limitations in the scientific literature and inform future research directions. Twenty-eight studies were selected for review and were coded across multiple domains, including methodologies employed, student characteristics, intervention characteristics, and outcome variables. Results quantitatively summarized the coded variables, and strengths and limitations in the literature were subsequently identified. We conclude with specific recommendations for future interventions scientists wishing to study the utility of MBI in school settings.


Mindfulness Mindfulness-based stress reduction Children Adolescents Schools Students Review Systematic review 



The authors have no conflict of interest to report.


*References marked with an asterisk indicate studies included in the systematic review

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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  • Joshua C. Felver
    • 1
    Email author
  • Cintly E. Celis-de Hoyos
    • 1
  • Katherine Tezanos
    • 1
  • Nirbhay N. Singh
    • 2
  1. 1.Department of Psychiatry and Human BehaviorAlpert Medical School of Brown UniversityProvidenceUSA
  2. 2.Department of Psychiatry and Health BehaviorMedical College of Georgia at Georgia Regents UniversityAugustaUSA

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