Mindfulness Initiatives for Students, Teachers, and Parents: a Review of Literature and Implications for Practice During COVID-19 and Beyond

The use of mindfulness in schools has greatly expanded over the past 10 years. Research has demonstrated positive psychological effects of mindfulness for students as well as teachers. Similarly, studies focusing on mindfulness interventions for parents of children with disabilities and/or psychosocial difficulties have yielded positive outcomes, including reduced parenting stress, increases in quality of life, and improved parent-child interactions. Although there has been a proliferation of mindfulness research, it has not been systematically examined or applied as an approach to improving psychosocial functioning in children, school personnel, and families during COVID-19 and in online settings. This article provides a preliminary framework for this examination by reviewing relevant research and providing practical strategies and resources for school psychologists.

Adrienne Garro, Mikela Janal, Kelly Kondroski, Giuliana Stillo, Vanessa Vega