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Encouraging Advances in the Science on Mindfulness and Compassion in Schools: Current Research, Lingering Questions, and Future Directions

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Abstract

A confluence of research has emerged in recent years elucidating the benefits of school-based mindfulness programs (SBMPs). The article by Roeser et al. provides an extensive and cogent analysis of what is currently known about the effectiveness of SBMPs coupled with a careful and thoughtful analysis of the necessary elements for advancing the science of mindfulness and compassion in schools. This commentary begins with a brief summary of the synopsis by Roeser et al. of the impact of SBMPs on student outcomes. Following this, drawing from my own experiences in conducting research on mindfulness and compassion in schools, I discuss four topics that I believe deserve extra attention for advancing the science in the field and offer my observations on each: (a) determining what constitutes a mindfulness program, (b) taking a developmental perspective, (c) obtaining students’ perspectives, and (d) differentiating who delivers the SBMP to students. The commentary ends with some of my own reflections on what might be needed to move the field into the direction that Roeser et al. have articulated for the next generation of science of mindfulness and compassion in schools.

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Funding

Kimberly A. Schonert-Reichl was supported during the preparation of this manuscript by the NoVo Foundation Endowed Chair in Social and Emotional Learning at the University of Illinois — Chicago.

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  1. Community and Applied Developmental Psychology, Department of Psychology, University of Illinois at Chicago, Chicago, IL, USA

    Kimberly Anne Schonert-Reichl

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  1. Kimberly Anne Schonert-Reichl
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Correspondence to Kimberly Anne Schonert-Reichl.

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Schonert-Reichl, K.A. Encouraging Advances in the Science on Mindfulness and Compassion in Schools: Current Research, Lingering Questions, and Future Directions. Mindfulness 14, 300–306 (2023). https://doi.org/10.1007/s12671-023-02070-2

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