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53. Mindfulness in Schools: Where are we and where Might we go Next?

  1. Amanda Ie,
  2. Christelle T. Ngnoumen and
  3. Ellen J. Langer
  1. Katherine Weare

Published Online: 21 MAR 2014

DOI: 10.1002/9781118294895.ch53

The Wiley Blackwell Handbook of Mindfulness

The Wiley Blackwell Handbook of Mindfulness

How to Cite

Weare, K. (2014) Mindfulness in Schools: Where are we and where Might we go Next?, in The Wiley Blackwell Handbook of Mindfulness (eds A. Ie, C. T. Ngnoumen and E. J. Langer), John Wiley & Sons, Ltd, Chichester, UK. doi: 10.1002/9781118294895.ch53

Publication History

  1. Published Online: 21 MAR 2014
  2. Published Print: 21 MAR 2014

ISBN Information

Print ISBN: 9781118294871

Online ISBN: 9781118294895



  • children;
  • cognitive skills;
  • evidence-based discipline;
  • mental-health;
  • mindfulness in schools;
  • social and emotional learning (SEL);
  • staff development


Young people are in need of mindfulness to help them cope with the stresses, distractions, and challenges growing up in the modern world. To meet this need, mindfulness in schools is developing rapidly, with a flourishing and exciting range of school-based programs, conferences, and meetings. The evidence base is also growing, although still very young and methodologically weak, and suggests that mindfulness is generally liked by teachers and students, and has at least a modest impact on mental health and well-being, on social and emotional skills and on academic and cognitive learning including executive function—attention, focus, and memory. In attempting to develop mindfulness in schools, there is much to learn from work in more established areas such as social emotional learning, mental health and well-being, character, and values education which, together with learning from studies of mindfulness teaching, are suggesting some key principles for successful implementation. They include balancing universal and targeted approaches, developing the mindfulness of school staff, teaching skills and attitudes in ways that start where young people are by making learning lively, fun and immediate, and taking a long-term approach which integrates mindfulness with mainstream educational processes, the core curriculum, and the fundamental educational goal of developing the “whole person.”