Mindfulness in Education: A Literature Review of the Benefits of Mindfulness and the Feasibility of Incorporation of Practice’s Into the School Setting

Abstract

Mindfulness is a new and emerging area of study, especially in education. Mindfulness is paying attention, on purpose, to the present moment without judgment (Kabat-Zinn, 2003). Mindfulness has proven positive benefits for students. In terms of the areas that may be of focus in the school setting are students’ social and emotional competence, students’ behaviors and academic achievement, and a student’s ability to cope with stress. Mindfulness has the ability to help improve students’ social and emotional competence (Schonert-Reichl & Lawlor, 2010). Mindfulness has been shown to increase students’ attention in school and helps to regulate impulse control which in turn decreases problem behaviors and increases academic achievement (Napoli, Krech, & Holley, 2005; Singh, Wahler, Adkins, & Myers, 2003). Mindfulness has also been shown to help students cope with stress and feelings of anxiety (Semple, Reid, & Miller, 2005; Grossman, Niemann, Schmidt, & Walach, 2004). Overall, a strong case can be made for the incorporation of mindfulness practice into the school setting, specifically into a school counseling program. Recommendations for training and practice are also addressed.