Research Update Mindful Schools · MINDFUL SCHOOLS RESEARCH UPDATE 5 Over the course of their...

Mindful SchoolsResearch Update

Vol 2: April 2020

A Review of ResearchPre-K Through High Schoolon Mindfulness Training in School Settings

Research shows that schools with comprehensive mindfulnesstraining see benefits for teachers and students. Beyond teachersand students, schools that weave mindfulness practices into theschool day are seeing positive changes in school culture.

Rigorous evidence-based research on school sites using mindfulness curriculumprograms during this period (September 2018 - April 2020) indicates:

BENEFITS FOR STUDENTS Improve Cognitive Function:Better focus and concentration Cultivate Well-Being:Improvements in resiliency, emotion regulation,compassionate attitudes and behavior, empathy,perspective-taking, social skills, and healthy habits Manage Stress & Anxiety:Decreased stress, test anxiety, impulsivity

BENEFITS FOR TEACHERS Support Teacher Well-Being:Reduced burnout, symptoms of milddepression Improve Teacher Effectiveness:Professional improvement, increased jobsatisfaction, emotional awareness andresilience, classroom managementincluding trauma-sensitive pedagogy,pre- and early-service teachers

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1. Semple, R. J., Droutman, V., & Reid, B. A. (2016). Mindfulness Goes to School: Things Learned (So Far) from Research and Real-World Experiences.Psychology in the schools, 54(1), 29-52.

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MINDFUL SCHOOLS RESEARCH UPDATE 1

Giving all students social and emotionallearning programs can support those whoneed the most assistance (Etherington, 2018).Evaluating the growth of programs for ages11-14 presents challenges for analysis andcomparison, including teacher training, fidelityof implementation, and a need for larger trials;however, this systematic review noted asignificant reduction in negative effects, suchas anxiety, in this age group (McKeering,2019).

Highlights in ResearchWhat follows are studies on school-basedmindfulness programs published fromSeptember 2018 to April 2020. We havesummarized the highlights of this researchto help others advocate for mindfulnesstraining in schools. We are grateful for theAmerican Mindfulness Research Association(AMRA) for its aggregation of mindfulnessresearch. Students report of improved mentalhealth. In a rigorous review of studies bySapthiang et al. (2019), students reportedthat mindful attention helped them observetheir thoughts and feelings, enabling them torespond rather than habitually react. Theyvalued practice as a way to reduce stress,foster calm and relaxation, cope with stressand improve their social skills. Does mindfulness training increase empathyin students? Students who receivemindfulness training increase in their empathyand self-compassion. Cheang et al. (2019)surveyed over 540 studies, narrowing forrelevance and quality. They highlight the needfor further research concentrating on thespecific mechanisms of change and the long-term effects of these interventions among avariety of different age groups andneurodiversity. Special considerations for students withanxiety. It may not be necessary to organizeupper primary students with significantanxiety into targeted groups.


2MINDFUL SCHOOLS RESEARCH UPDATE

In this meta-analysis of 18 studies including atotal of 1,001 educators, Zarate et al. (2019)found that mindfulness‐based interventionshad significant positive effects across alldomains of well-being: large effects onfeelings of mindfulness, moderate effects fordecreases in stress and anxiety, and smalleffects on feelings of depression and burnout. Teachers improve emotional regulation andself-care. The CARE program received tworobust investigations. Professor Tish Jennings,long a leader in the field of mindfulness ineducation with a particular focus on teachers’mindfulness skills, noted that teachersmaintained significant decreases inpsychological distress, reduced their ache-related physical distress, and continuedsignificant increases in emotion regulation andsome dimensions of mindfulness (Jennings etal.,2019). Teachers from the program whopracticed at home described their emergingawareness of negative emotions, more facilityto let go of their stressors, and greateraffirmation of the importance of self-care anduse of strategies to promote it (Schussler etal.,2019). Improvements in mindful teacher evaluation.A new 28-point evaluation, TeachingMindfulness in Education Observation Scale(TMEOS), can help teachers increase theirembodiment, pedagogy, and other factorsimportant for the effective teaching ofmindfulness. This measurement tool may beuseful for curriculum coordinators, programevaluation, and campus-wide implementation(Broderick et al., 2019).

Highlights in Research


How can mindfulness training help studentswith special needs? Many special educationteachers wonder how to bring the benefits ofmindfulness to their classrooms. Eight studiesmet the criteria for this review of yoga andmindfulness with youth with autism spectrumdisorder. All reported pro-social, emotional,and/or behavioral improvements (Semple,2018). These early results are promising andsufficient to warrant support for furtherresearch. Teachers report decrease in stress andanxiety. Teachers continue to reportincreased incidence of stress, depression,burnout, and anxiety resulting in overall poormental health and reduced well‐being.


Focus and Attention (Tarrasch, 2018, Janz, 2019)

Emotional Resilience and Improved Sleep (Bartel 2018)Student Well-Being (Siripornpanich, 2018, Etherington 2019)Reduced Perceived Stress (Campbell 2019, Bauer 2019)Increased Empathy and Compassion (Cheang 2019)

Classroom Cohesion (Meyer, 2020)Teacher Well-Being and Effectiveness (Carsley 2018, Hwang, 2019, Rickert 2019, Hirschberg2020)

Tailored Assessment for Underserved Students (Mezo 2019)Students w/ ADHD (Leith 2019, Kober 2019, Gabriel 2020)

Meta-Studies: Improving Standards for Validating Research (Klingbeil 2019, Zarate 2019,McKeering 2019, Butterfield 2020)

COGNITIVE FUNCTION

WELL-BEING IN SCHOOL

TEACHER TRAINING AND RETENTION

DIVERSITY CONSIDERATIONS

IMPLEMENTATION OF MINDFULNESS

Summary of Recent Research Studies



How to Bring Mindfulness to Your School



Over the course of their career, just one educator hasthe power to impact the futures of thousands ofstudents. Mindful Schools’ approach is to supportthe professional development and well-being ofeducators as the first step to fostering healthy andsustainable mindful learning environments. Educators are at the heart of our approach: Because education is incredibly challenging work.Because apps can’t model the power of presence.Because curriculum alone doesn’t change culture.Because we’re in this for the long game.

Mindful educators feel more calm, effective, and creativeLearn the science of mindfulness and start your practice 6-week online course with 2 LIVE webinars

Mindfulness Fundamentals

Learn strategies to integrate mindfulness into your classroomAccess research-backed K-12 Curriculum and workbooks6-week online course with 2 LIVE webinars

Mindful Educator Essentials

Dive into the research and practice of self-compassion Led by author and expert, Dr Kristin Neff6-week online course with 3 LIVE webinars

Self-Compassion for Educators

Learn how to build a mindfulness program at your schoolSelf-paced online training of strategies and best-practicesAccess 6 LIVE coaching calls with the Mindful Schools team

School Implementation Clinic

Join over 50,000 teachers, parents, and school leaders who have trained with Mindful Schoolsto bring mindfulness to their K-12 classrooms at www.mindfulschools.org. Educators and MHPs may earn credits in Mindful Schools professional development courses:

Building capacities for awareness, attention, connection, and compassionare essential skills for educators and students of the 21st century.

https://www.mindfulschools.org/training/mindfulness-fundamentals/

https://www.mindfulschools.org/training/mindful-educator-essentials/




References


Bartel, K., Huang, C., Maddock, B., Williamson, P., & Gradisar, M. (2018). Brief school-based interventions to assist adolescents' sleep-onset latency:Comparing mindfulness and constructive worry versus controls. Journal of Sleep Research. doi:10.1111/jsr.12668. Bauer, C., Caballero, C., Scherer, E., et al. (2019). Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children.Behavioral Neuroscience, 133(6), 569–585. https://doi.org/10.1037/bne0000337 Broderick, P. C., Frank, J. L., Berrena, E. B., et al, (2019). Evaluating the Quality of Mindfulness Instruction Delivered in School Settings: Developmentand Validation of a Teacher Quality Observational Rating Scale. Mindfulness, 10(1), 36-45. https://doi.org/10.1007/s12671-018-0944-x Butterfield, K., Roberts, K., Feltis, L., et al. (2020) What is the evidence in evidence-based mindfulness programs for children? Advances in ChildDevelopmental Behavior 58:189-213. doi: 10.1016/bs.acdb.2020.01.007. Campbell, A., Lanthier, R., Weiss, A., et al. (2019) The Impact of a Schoolwide Mindfulness Program on Adolescent Well-Being, Stress, and EmotionRegulation: A Nonrandomized Controlled Study in a Naturalistic Setting, Journal of Child and Adolescent Counseling, 5:1, 18-34, DOI:10.1080/23727810.2018.1556989 Carsley, D., Khoury, B. & Heath, N.L. (2018). Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-Analysis.Mindfulness. https://doi.org/10.1007/s12671-017-0839-2 Cheang, R., Gillions, A. & Sparkes, E. (2019). Do Mindfulness-Based Interventions Increase Empathy and Compassion in Children and Adolescents: ASystematic Review. Journal of Child and Family Studies 28, 1765–1779. https://doi.org/10.1007/s10826-019-01413-9 Etherington, V., Costello, S. (2019). Comparing Universal and Targeted Delivery of a Mindfulness-Based Program for Anxiety in Children. Journal ofPsychologists and Counsellors in Schools 29(1), 22-38. https://doi.org/10.1017/jgc.2018.22 Gabriel, R., Tarrasch, R., Velickic, M, et al. (2020) The influence of mindfulness meditation on inattention and physiological markers of stress onstudents with learning disabilities and/or attention deficit hyperactivity disorder, Research in Developmental Disabilities 100,https://doi.org/10.1016/j.ridd.2020.103630 Hirshberg, M., Flook, L., Enright, R., Davidson, R. (2020). Integrating mindfulness and connection practices into preservice teacher education improvesclassroom practices.Learning and Instruction. 66, 101298. https://doi.org/10.1016/j.learninstruc.2019.101298 Hwang, Y., Noh, J., Medvedev, O.N. et al. (2019). Effects of a Mindfulness-Based Program for Teachers on Teacher Wellbeing and Person-CenteredTeaching Practices. Mindfulness 10, 2385–2402. doi:10.1007/s12671-019-01236-1 Janz, P., Dawe, S., Wyllie, M. (2019) Mindfulness-Based Program Embedded Within the Existing Curriculum Improves Executive Functioning andBehavior in Young Children: A Waitlist Controlled Trial. Frontiers in Psychology, 10, 2052. https://doi.org/10.3389/fpsyg.2019.02052 Jennings, P., Doyle, S., Oh, Y., et al. (2019) Long-term impacts of the CARE program on teachers' self-reported social and emotional competence andwell-being, Journal of School Psychology 76, 186-202. https://doi.org/10.1016/j.jsp.2019.07.009 Klingbeil, D.A., Renshaw, T.L. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. SchoolPsychology Quarterly, 33(4) 501-511. https://doi: 10.1037/spq0000291 McKeering, P., Hwang, Y. S. (2019). A systematic review of mindfulness-based school interventions with early adolescents. Mindfulness, 10, 593–610.doi:10.1007/s12671-018-0998-9 Meyer, L., Eklund, K. (2020). The Impact of a Mindfulness Intervention on Elementary Classroom Climate and Student and Teacher Mindfulness: a pilotstudy. Mindfulness 11, 991–1005. https://doi.org/10.1007/s12671-020-01317-6 Mezo, P., Herc., H., Pritchard, K., et al. (2019). Evaluation and a Proposed Revision of the CAMM Among Underrepresented Elementary SchoolChildren. Assessment for Effective Intervention. https://doi.org/10.1177/1534508419845465 Rickert, N., Skinner, E., Roeser, R. (2019) Development of a multidimensional, multi-informant measure of teacher mindfulness as experienced andexpressed in the middle school classroom, International Journal of Behavioral Development 44(1). https://doi.org/10.1177/0165025419881724 Semple, R., Droutman, V., Reid, B. (2017) Mindfulness Goes to School; things learned (so far) from research and real world experience. Psychology inthe Schools: special issue, 54(1) 25-51. https://doi.org/10.1002/pits.21981 Semple, R. (2018) Review: Yoga and mindfulness for youth with autism spectrum disorder: review of the current evidence. Child and AdolescentMental Health 24/1, 12-18. https://doi/abs/10.1111/camh.12295 Sapthiang, S., Van Gordon, W., Shonin, E. (2019) Health School-based Mindfulness Interventions for Improving Mental Health: A Systematic Reviewand Thematic Synthesis of Qualitative Studies. Journal of Child and Family Studies 28, 2650–2658. https://doi.org/10.1007/s10826-019-01482-w Schussler, D.L., DeWeese, A., Rasheed, D. et al. (2019). The Relationship Between Adopting Mindfulness Practice and Reperceiving: a QualitativeInvestigation of CARE for Teachers. Mindfulness 10, 2567–2582. doi:10.1007/s12671-019-01228-1. Siripornpanich, V., Sampoon, K., Chaithirayanon, S., Kotchabhakdi, N., & Chutabhakdikul, N. (2018). Enhancing brain maturation through amindfulness-based education in elementary school children: A quantitative EEG study. .Mindfulness 9, 1877–1884. doi:10.1007/s12671-018-0930-3 Tarrasch, R. (2018). The Effects of Mindfulness Practice on Attentional Functions Among Primary School Students, Journal of Child and FamilyStudies 27, 2632–2642. DOI:10.1007/s10826-018-1073-9 Zarate, K. Maggin, D. Passmore, A. (2019) Meta‐analysis of mindfulness training on teacher well‐being. Psychology in the Schools. 56(10), 1700-1715. https://doi.org/10.1002/pits.22308


Complete List of Research Studies, September 2018 - April 2020


September 2018 Felver, J., Clawson,A., Morton, M. et al (2019) School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study, International Journal of School& Educational Psychology, 7:sup1, 111-122, DOI: 10.1080/21683603.2018.1461722 Salmoirago-Blatcher, E., Druker, S., Meleo-Meyer, C.(2019) Beneficial Effects of School-based Mindfulness Training On Impulsivity in Healthy Adolescents: Results From a PilotRandomized Controlled Trial. Explore 15/2, 60-164. https://doi.org/10.1016/j.explore.2018.07.003 Chadi, N, Weisbaum, E., Malboeuf-Hurtubise, C., (2018) Can the Mindful Awareness and Resilience Skills for Adolescents (MARS-A) Program Be Provided Online? Voices from theYouth Children 5/9. doi: 10.3390/children5090115 Hutchinson, J.K., Huws, J.C. & Dorjee, D. (2018) Exploring experiences of children in applying a school-based mindfulness programme to their lives. Journal of Child and Family Studies,27, 3935–3951. https://doi.org/10.1007/s10826-018-1221-2 Proveneau, J.M, Papadakis A., Schmitz J.C. (2018). Psychometric properties of the Child and Adolescent Mindfulness Measure (CAMM) in racial minority adolescents from low-incomeenvironments.Psychological Assessment 10: 1395-1400. doi: 10.1037/pas0000630 Malboeuf-Hurtebise,, C., Taylor, G., Paquette, L. et al. (2018) A Mindfulness-Based Intervention for Students With Psychiatric Disorders in a Special Education Curriculum: A Series of n-of-1 Trials on Internalized and Externalized Symptoms. Frontiers in Education 3. https://doi.org/10.3389/feduc.2018.00066 Semple, R. (2018) Review: Yoga and mindfulness for youth with autism spectrum disorder: review of the current evidence. Child and Adolescent Mental Health 24/1, 12-18.https://doi/abs/10.1111/camh.12295 Lucas-Thompson, R.G., Broderick, P.C., Coatsworth, J.D. et al. (2019). New Avenues for Promoting Mindfulness in Adolescence using mHealth. Journal of Child and Fam Studies 28,131–139. https://doi.org/10.1007/s10826-018-1256-4 October 2018 Amada, N.M., Shane, J. (2019) Mindfulness as a Promoter of Adaptive Development in Adolescence. Adolescent Research Review 4, 93–112. https://doi.org/10.1007/s40894-018-0096-1 November 2018 Boehme, T. Stanszus, L., Geiger, S. (2018) Mindfulness Training at School: A Way to Engage Adolescents with Sustainable Consumption? Sustainability 10(10), 3557. https://doi.org/10.3390/su10103557 Vohra, S., Punja, S., Sibinga, E., et al. (2019) Mindfulness‐based stress reduction for mental health in youth: a cluster randomized controlled trial. Child and Adolescent Mental Health24(1), 29-35. https://onlinelibrary.wiley.com/doi/abs/10.1111/camh.12302 Young, C., Minami, H., Aguilar, R. et al. Testing the Feasibility of a Mindfulness-Based Intervention With Underserved Adolescents at Risk for Depression. Holistic Nursing Practice 32(6), 316-323. doi: 10.1097/HNP.0000000000000295 Brophy-Herb, H.E., Williamson, A.C., Cook, G.A. et al.(2019) Preservice Students’ Dispositional Mindfulness and Developmentally Supportive Practices with Infants and Toddlers.Mindfulness 10, 759–768 https://doi.org/10.1007/s12671-018-1036-7 December 2018 Etherington, V., Costello, S. (2019). Comparing Universal and Targeted Delivery of a Mindfulness-Based Program for Anxiety in Children. Journal of Psychologists and Counsellors inSchools 29(1), 22-38. https://doi.org/10.1017/jgc.2018.22 Kircaburun, K., Griffiths, M,, Billieux J. (2019) Trait emotional intelligence and problematic online behaviors among adolescents: The mediating role of mindfulness, rumination, anddepression. Personality and Individual Differerences. 139, 208-213.https://doi.org/10.1016/j.paid.2018.11.024 Royuela-Colomer, E., Calvete, E., Gámez-Guadix, M., et al. (2018) The Protective Role of Dispositional Mindfulness Against the Perpetuation of Cyberbullying Victimization andPerpetration Among Adolescents. Cyberpsychology, Behavior, and Social Networking 21(11). https://doi.org/10.1089/cyber.2017.0685 Foster, B., Lomas, J., Downey, L., (2018) Does Emotional Intelligence Mediate the Relation Between Mindfulness and Anxiety and Depression in Adolescents? Frontiers in Psychology.https://doi.org/10.3389/fpsyg.2018.02463 Broderick, P. C., Frank, J. L., Berrena, E. B., et al, (2019). Evaluating the Quality of Mindfulness Instruction Delivered in School Settings: Development and Validation of a Teacher QualityObservational Rating Scale. Mindfulness, 10(1), 36-45. https://doi.org/10.1007/s12671-018-0944-x Jananuary 2019 Potharst, E.S., Zeegers, M. & Bögels, S.M. (2018). Mindful With Your Toddler Group Training: Feasibility, Acceptability, and Effects on Subjective and Objective Measures. Mindfulnesshttps://doi.org/10.1007/s12671-018-1073-2 Sünbül, Z., Gueneri.O. (2019). The relationship between mindfulness and resilience: The mediating role of self compassion and emotion regulation in a sample of underprivileged Turkishadolescents. Personality and Individual Differences 139, 337-342,. https://doi.org/10.1016/j.paid.2018.12.009 Klingbeil, D.A. Renshaw, T.L. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. School Psychology Quarterly, 33(4) 501-511.https://doi: 10.1037/spq0000291 February 2019 Patton, K., Connor, J., Sheffield, J. et al (2019) Additive effectiveness of mindfulness meditation to a school-based brief cognitive-behavioral alcohol intervention for adolescents.Journal of Consulting and Clinical Psychology. 87(5):407-421. https://doi: 10.1037/ccp0000382 Van der Gucht, K., Glas, J., De Haene, L. et al. (2019) A Mindfulness-Based Intervention for Unaccompanied Refugee Minors: A Pilot Study with Mixed Methods Evaluation. Journal of Child and Family Studies 28, 1084–1093. https://doi.org/10.1007/s10826-019-01336-5 Evans-Chase, M., Kornmann, R., Litts, C. et al. (2019) #freemind: Young Women Using Mindfulness Meditation to Cope with Life in a Juvenile Justice Institution. Journal of Child andAdolescent Trauma 12, 377–385. https://doi.org/10.1007/s40653-018-0245-5 Kechter, A., Black, D.S., Riggs, N.R. et al. (2019). Factors in the Perceived Stress Scale Differentially Associate with Mindfulness Disposition and Executive Function among EarlyAdolescents. Journal of Child and Family Studies 28: 814. https://doi.org/10.1007/s10826-018-01313-4 Ulricht-French, S., Cox, A. (2019) Mindfulness, Self-Compassion, Executive Functioning, and Stress: Exploring a Process Model in Adolescents. International Journal of PhysicalEducation, Fitness and Sports. 8(3), 32-41. https://doi.org/10.26524/ijpefs1934 Lemberger-Truelove, M.E., Carbonneau, K.J., Zieher, A.K. et al. Support for the Development and Use of the Child Observation of Mindfulness Measure (C-OMM). Mindfulness 10, 1406–1416 (2019). https://doi.org/10.1007/s12671-019-1094-5 Jee, S., Swanson, D., Sugarman, L. et al. (2019) It takes a village: Reflections on a randomized controlled trial to teach mindfulness skills to teens in foster and kinship care.Developmental Child Welfare 1(1), 94-104. https://doi.org/10.1177/2516103218810938

Chronological, in order of appearance in the American Mindfulness Research Association’s Mindfulness Research Monthly.



March 2019 Campbell, A., Lanthier, R., Weiss, A., et al. (2019) The Impact of a Schoolwide Mindfulness Program on Adolescent Well-Being, Stress, and Emotion Regulation: A NonrandomizedControlled Study in a Naturalistic Setting, Journal of Child and Adolescent Counseling, 5:1, 18-34, DOI: 10.1080/23727810.2018.1556989 LaGue, A., Eakin, G., Dykeman, C. (2019) The impact of mindfulness-based cognitive therapy on math anxiety in adolescents, Preventing School Failure: Alternative Education forChildren and Youth, 63:2, 142-148, DOI: 10.1080/1045988X.2018.1528966 Sellman, E., Buttarazzi, G. (2020) Adding Lemon Juice to Poison --- raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. BritishJournal of Educational Studies, 68:1, 61-78. DOI: 10.1080/00071005.2019.1581128 April 2019 Hwang, Y., Goldstein, H., Medvedev, O.N. et al. Mindfulness-Based Intervention for Educators: Effects of a School-Based Cluster Randomized Controlled Study. Mindfulness 10, 1417–1436 (2019). https://doi.org/10.1007/s12671-019-01147-1 Russo, C. The Group Benefits of Mindfulness Meditation in Education and Mental Health Care. Hu Arenas 2, 509–515 (2019). https://doi.org/10.1007/s42087-019-00060-2 May 2019 Rawlett, K., Friedmann, E., Thomas, S. (2019). Mindfulness based intervention with an attentional comparison group in at risk young adolescents: a pilot randomized controlled trial.Integrative Medecine Research 8 (2), 101-106. https://doi.org/10.1016/j.imr.2019.04.002 Preston, K., Spooner-Lane, R. (2019). ‘Making space’: a study into the use of mindfulness for alternative school teachers. Journal of Psychologists and Counsellors in Schools, 29 (2) 108-129. DOI: https://doi.org/10.1017/jgc.2019.4 Cheang, R., Gillions, A. & Sparkes, E. (2019). Do Mindfulness-Based Interventions Increase Empathy and Compassion in Children and Adolescents: A Systematic Review. Journal of Childand Family Studies 28, 1765–1779. https://doi.org/10.1007/s10826-019-01413-9 Lin, J., Chadi, N., Shrier, L. (2019) Mindfulness-based interventions for adolescent health.Current Opinions in Pediatrics, 31(4):469-475. doi: 10.1097/MOP.0000000000000760. Ergas,O., Hadar, L., (2019) Mindfulness in and as education: a map of a developing academic discourse from 2002 to 2017. Review of Education 7(3), 757-797.https://doi.org/10.1002/rev3.3169 June 2019 Shomaker, L., Berman, Z., Burke, M., et al. (2019) Mindfulness-based group intervention in adolescents at-risk for excess weight gain: A randomized controlled pilot study. Appetite,140(1), 213-222. https://doi.org/10.1016/j.appet.2019.05.022 Björling, E., Stevens, C., Singh, N. (2019) Participatory Pilot of an Art-Based Mindfulness Intervention for Adolescent Girls With Headache, Art Therapy, 36(2), 86-92, DOI:10.1080/07421656.2019.1609325 Mezo, P., Herc., H., Pritchard, K., et al. (2019). Evaluation and a Proposed Revision of the CAMM Among Underrepresented Elementary School Children. Assessment for EffectiveIntervention. https://doi.org/10.1177/1534508419845465 July 2019 Cortazar, N., Calvete, E., Fernandez-Gonzalez, L., et al. (2019). Development of a Short Form of the Five Facet Mindfulness Questionnaire-Adolescents for Children and Adolescents.Journal of Personality Assessment, 1-12. doi: 10.1080/00223891.2019.1616206 Milligan, K., Sibalis, A., McKeough, T. et al. (2019). Impact of Mindfulness Martial Arts Training on Neural and Behavioral Indices of Attention in Youth with Learning Disabilities and Co-occurring Mental Health Challenges. Mindfulness 10, 2152–2164. https://doi.org/10.1007/s12671-019-01161-3 Yaari, M., Sheehan, J., Oberklaid, F. et al. (2019). Early Minds: a pilot randomised controlled trial of a mindfulness program in early learning centres. Pilot Feasibility Studies 5(81). https://doi.org/10.1186/s40814-019-0463-0 Kostova, Z., Levin, L., Lorberg, B. et al. (2019). Mindfulness-Based Interventions for Adolescents with Mental Health Conditions: A Systematic Review of the Research LiteratureJournal of Child and Family Studies, 28: 2633. https://doi.org/10.1007/s10826-019-01477-7 Leeth, C., Villarreal, V., Styck, K., (2019) Mindfulness Interventions for Children and Adolescents with ADHD: A Review of Objectives and Skills. Journal of Creativity in Mental Health,14(4) 436-446. DOI: 10.1080/15401383.2019.1625840 Sapthiang, S., Van Gordon, W., Shonin, E. (2019) Health School-based Mindfulness Interventions for Improving Mental Health: A Systematic Review and Thematic Synthesis ofQualitative Studies. Journal of Child and Family Studies 28, 2650–2658. https://doi.org/10.1007/s10826-019-01482-w Weare, K. (2019). Mindfulness and contemplative approaches in education. Current Opinion in Psychology, 28, 321-326. https://doi.org/10.1016/j.copsyc.2019.06.001 August 2019 Dial, L., Emley, E., Koerten, H.. et al. A Mindfulness Intervention for Food Neophobia Among Preschoolers. Early Childhood Education 48, 117–126. https://doi.org/10.1007/s10643-019-00962-4 Jackman, M., Nabors, L., McPherson, C..et al. (2019) Feasibility, Acceptability, and Preliminary Effectiveness of the OpenMind (OM) Program for Pre-School Children. Journal of Child and Family Studies 28, 2910–2921. https://doi.org/10.1007/s10826-019-01506-5 Todd C, Cooksey R, Davies H, et al, (2019). Mixed-methods evaluation comparing the impact of two different mindfulness approaches on stress, anxiety and depression in schoolteachers. BMJ Open 2019;9:e025686. doi: 10.1136/bmjopen-2018-025686 Reindl, D., Hamm, A., Lewis, R., et al. (2019) Elementary student and teacher perceptions of a mindfulness and yoga-based program in school: A qualitative evaluation. Explore 16 (2)90-93https://doi.org/10.1016/j.explore.2019.07.009 Wright, K., Roberts, R., Proeve, M.. (2019) Mindfulness-Based Cognitive Therapy for Children (MBCT-C) for Prevention of Internalizing Difficulties: a small randomized controlled trialwith Australian primary school children. Mindfulness 10, 2277–2293 (2019). https://doi.org/10.1007/s12671-019-01193-9 Kober, H. (2019) Mindfulness-based ADHD Treatment for Children: a feasibility study. https://projectreporter.nih.gov/project_info_description.cfm?aid=9746277&icde=45828923 September 2019 Bauer, C., Caballero, C., Scherer, E., et al. (2019). Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children. Behavioral Neuroscience, 133(6),569–585. https://doi.org/10.1037/bne0000337 Wimmer, L., Stockhausen, L., Bellingrath, S. (2019). Improving emotion regulation and mood in teacher trainees: effectiveness of two mindfulness trainings. Brain and Behavior 9(9).https://doi.org/10.1002/brb3.1390 Emerson, L., Nabinger de Diaz, N., Sherwood, A., (2019). Mindfulness interventions in schools: Integrity and feasibility of implementation. International Journal of Behavioral Development44(1). https://doi.org/10.1177%2F0165025419866906 McKeering, P., Hwang, Y. S. (2019). A systematic review of mindfulness-based school interventions with early adolescents. Mindfulness, 10, 593–610. doi:10.1007/s12671-018-0998-9



October 2019 Janz, P., Dawe, S., Wyllie, M. (2019) Mindfulness-Based Program Embedded Within the Existing Curriculum Improves Executive Functioning and Behavior in Young Children: A WaitlistControlled Trial. Frontiers in Psychology, 10, 2052. https://doi.org/10.3389/fpsyg.2019.02052 Hwang, Y., Noh, J., Medvedev, O.N. et al. (2019). Effects of a Mindfulness-Based Program for Teachers on Teacher Wellbeing and Person-Centered Teaching Practices. Mindfulness 10,2385–2402. doi:10.1007/s12671-019-01236-1 Schussler, D.L., DeWeese, A., Rasheed, D. et al. (2019). The Relationship Between Adopting Mindfulness Practice and Reperceiving: a Qualitative Investigation of CARE for Teachers.Mindfulness 10, 2567–2582. doi:10.1007/s12671-019-01228-1 Worthen, D., Luiselli, J. (2019). 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