Abstract
We comment on the Baelen et al. article “Implementation Reporting Recommendations for School-Based Mindfulness Programs” (SBMPs). We describe reasons their work impresses us and why it makes a landmark contribution toward advancing the science of SBMPs. We then propose enhancing their framework by centering values of equity, diversity, and inclusion throughout their reporting recommendations. To warrant our proposal, we outline a three-step argument for advancing SBMPs as a pivotal practice for promoting mental health equity among youth who are marginalized. We then offer one substantive suggestion for operationalizing our proposal: expanding their recommendations to include additional reporting of researchers’ implementation orientations toward SBMPs, with explicit attention to the principles guiding their intervention adaptations. To support this suggestion, we provide examples of implementation orientations that intentionally center culturally sensitive and equity-focused adaptations. Ultimately, we hope our commentary encourages researchers to engage with the work of Baelen et al. and join us in supporting their reporting recommendations toward socially just ends.
This is a preview of subscription content, access via your institution.
Data availability
No data are associated with this commentary.
References
American Psychological Association. (2021). Equity, diversity, and inclusion: Inclusive language guidelines. https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines.pdf.
Auerswald, C. L., Piatt, A. A., & Mirzazadeh, A. (2017). Research with disadvantaged, vulnerable and/or marginalized adolescents (Issue Brief No. 6). United Nations Children’s Fund. https://www.unicef-irc.org/publications/878-research-with-disadvantaged-vulnerable-and-or-marginalized-adolescents.html.
Baelen, R. N., Gould, L. F., Felver, J. C., Schussler, D. L., & Greenberg, M. T. (2023). Implementation reporting recommendations for school-based mindfulness programs. Mindfulness, 14. https://doi.org/10.1007/s12671-022-01997-2
Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12(1), 23–33. https://doi.org/10.1007/s11121-010-0186-1
Birken, S. A., Powell, B. J., Shea, C. M., Haines, E. R., Alexis Kirk, M., Leeman, J., Rohweder, C., Damschroder, L., & Presseau, J. (2017). Criteria for selecting implementation science theories and frameworks: Results from an international survey. Implementation Science, 12(1), 1–9. https://doi.org/10.1186/s13012-017-0656-y
Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246. https://doi.org/10.1007/s10826-013-9784-4
Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9(3), 693–707. https://doi.org/10.1007/s12671-017-0839-2
Conley, C. S., Durlak, J. A., & Kirsch, A. C. (2015). A meta-analysis of universal mental health prevention programs for higher education students. Prevention Science, 16(4), 487–507. https://doi.org/10.1007/s11121-015-0543-1
DeLuca, S. M., Kelman, A. R., & Waelde, L. C. (2018). A systematic review of ethnoracial representation and cultural adaptation of mindfulness- and meditation-based interventions. Psychological Studies, 63(2), 117–129. https://doi.org/10.1007/s12646-018-0452-z
Dintrans, P. V., Bossert, T. J., Sherry, J., & Kruk, M. E. (2019). A synthesis of implementation science frameworks and application to global health gaps. Global Health Research and Policy, 4(1), 1–11. https://doi.org/10.1186/s41256-019-0115-1
Doll, B., Nastasi, B. K., Cornell, L., & Song, S. Y. (2017). School-based mental health services: Definitions and models of effective practice. Journal of Applied School Psychology, 33(3), 179–194. https://doi.org/10.1080/15377903.2017.1317143
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Dutton, M. A., Bermudez, D., Matás, A., Majid, H., & Myers, N. L. (2013). Mindfulness-based stress reduction for low-income, predominantly African American women with PTSD and a history of intimate partner violence. Cognitive and Behavioral Practice, 20(1), 23–32. https://doi.org/10.1016/j.cbpra.2011.08.003
Emerson, L.-M., de Diaz, N. N., Sherwood, A., Waters, A., & Farrell, L. (2020). Mindfulness interventions in schools: Integrity and feasibility of implementation. International Journal of Behavioral Development, 44(1), 62–75. https://doi.org/10.1177/0165025419866906
Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45. https://doi.org/10.1007/s12671-015-0389-4
Fung, J., Guo, S., Jin, J., Bear, L., & Lau, A. (2016). A pilot randomized trial evaluating a school-based mindfulness intervention for ethnic minority youth. Mindfulness, 7(4), 819–828. https://doi.org/10.1007/s12671-016-0519-7
Gaias, L. M., Arnold, K. T., Liu, F. F., Pullmann, M. D., Duong, M. T., & Lyon, A. R. (2022). Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services. Psychology in the Schools, 59(12), 2471–2485. https://doi.org/10.1002/pits.22515
Gould, L. F., Dariotis, J. K., Greenberg, M. T., & Mendelson, T. (2016). Assessing fidelity of implementation (FOI) for school-based mindfulness and yoga interventions: A systematic review. Mindfulness, 7(1), 5–33. https://doi.org/10.1007/s12671-015-0395-6
Hall, G. C. N., Ibaraki, A. Y., Huang, E. R., Marti, C. N., & Stice, E. (2016). A meta-analysis of cultural adaptations of psychological interventions. Behavior Therapy, 47(6), 993–1014. https://doi.org/10.1016/j.beth.2016.09.005
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032
Klingbeil, D. A., & Renshaw, T. L. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence-base. School Psychology Quarterly, 33, 501–511. https://doi.org/10.1037/spq0000291
Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., Yassine, J., & Clifton, J. (2017). Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies. Journal of School Psychology, 63, 77–103. https://doi.org/10.1016/j.jsp.2017.03.006
Lawlor, M. S. (2016). Mindfulness and social emotional learning: A conceptual framework. In K. A. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education (pp. 65–80). Guilford.
Merrell, K. W., Ervin, R. A., Gimpel Peacock, G., & Renshaw, T. L. (2022). School psychology for the 21st century: Foundations and practices (3rd ed.). Guilford.
Mychailyszyn, M. P., Brodman, D. M., Read, K. L., & Kendall, P. C. (2012). Cognitive-behavioral school-based interventions for anxious and depressed youth: A meta-analysis of outcomes. Clinical Psychology: Science and Practice, 19(2), 129–153. https://doi.org/10.1111/j.1468-2850.2012.01279.x
Nastasi, B. K., Moore, R. B., & Varjas, K. M. (2004). School-based mental health services: Creating comprehensive and culturally specific programs. American Psychological Association.
Nilsen, P., & Bernhardsson, S. (2019). Context matters in implementation science: A scoping review of determinant frameworks that describe contextual determinants for implementation outcomes. BMC Health Services Research, 19(1), 1–21. https://doi.org/10.1186/s12913-019-4015-3
Phan, M. L., & Renshaw, T. L. (2022). Guidelines for adapting mindfulness-based school interventions with youth who are marginalized. PsyArxiv preprint. https://doi.org/10.31234/osf.io/rt65b.
Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022). Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness, 13(7), 1591–1613. https://doi.org/10.1007/s12671-022-01885-9
Renshaw, T. L. (2016). Using so-called mind-body practices to promote youths’ well-being: Reflections on therapeutic outcomes, strategies, and processes. International Journal of School & Educational Psychology, 4(2), 116–121. https://doi.org/10.1080/21683603.2016.1130587
Renshaw, T. L. (2020). Mindfulness-based intervention in schools. In M. Bray & C. Maykel (Eds.), Promoting mind–body health in schools: Interventions for mental health professionals (pp. 145–160). American Psychological Association. https://doi.org/10.1037/0000157-000
Renshaw, T. L., & Cook, C. R. (2017). Mindfulness in the schools—Historical roots, current trends, and future directions. Psychology in the Schools, 54(1), 5–12. https://doi.org/10.1002/pits.21978
Renshaw, T. L., Weeks, S. N., Roberson, A. J., Upton, S. R., Barr, J. D., Phan, M. L., & Farley, C. D. (2022). Cultivating mindfulness in schools to promote well-being. In K. Allen, M. J. Furlong, D. Vella-Brodrick, & S. Suldo (Eds.), Handbook of positive psychology in schools: Supporting process and practice (3rd ed., pp. 135–148). Routledge.
Roeser, R. W., Greenberg, M. T., Frazier, T., Galla, B. M., Semenov, A., & Warren, M. T. (2023). Beyond all splits: Envisioning the next generation of science on mindfulness and compassion in schools for students. Mindfulness, 14. https://doi.org/10.1007/s12671-022-02017-z
Roth, B., & Robbins, D. (2004). Mindfulness-based stress reduction and health-related quality of life: Findings from a bilingual inner-city patient population. Psychosomatic Medicine, 66(1), 113–123. https://doi.org/10.1097/01.PSY.0000097337.00754.09
Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018). The effectiveness of school-based mental health services for elementary-aged children: A meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 57(3), 153–165. https://doi.org/10.1016/j.jaac.2017.11.022
Substance Abuse and Mental Health Services Administration. (2022). Behavioral health equity. https://www.samhsa.gov/behavioral-health-equity.
Weist, M. D., Lever, N. A., Bradshaw, C. P., & Owens, J. S. (2014). Handbook of school mental health: Research, training, practice, and policy (2nd ed.). Springer.
Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290–302. https://doi.org/10.1007/s12671-013-0260-4
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Ethics Approval and Consent to Participate
No ethics approval is needed for a commentary.
Conflict of Interest
The authors declare no competing interests.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Renshaw, T.L., Phan, M.L. Using Implementation Reporting to Advance Culturally Sensitive and Equity-Focused Mindfulness Programs in Schools. Mindfulness 14, 307–313 (2023). https://doi.org/10.1007/s12671-023-02068-w
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12671-023-02068-w
Keywords
- Mindfulness
- Mindfulness-based school programs
- Implementation
- Culturally sensitive intervention
- Mental health equity
- Social justice