The COVID-19 pandemic presented unprecedented challenges to the education system, impacting students, teachers, and parents alike. School closures led to increased stress, anxiety, and behavioral changes in children, while educators faced the transition to online learning and the added burden of addressing students' socio-emotional needs. Parents struggled to balance work, childcare, and supporting their children's education in a new and often challenging virtual environment. This created an urgent need for interventions to improve psychosocial functioning across the educational community. Mindfulness, a practice focusing on present moment awareness without judgment, has shown promise in improving mental well-being and self-regulation in various populations. This article examines the existing research on mindfulness interventions within schools and families, focusing on its potential as a tool to bridge the gap between home and school environments, especially in the context of online learning, to foster self-regulation and resilience during the COVID-19 pandemic and beyond. The research reviewed includes school-based mindfulness programs for students and teachers, as well as mindfulness interventions for parents, focusing on their efficacy and potential for online implementation.

The authors reviewed research articles and book chapters using search terms such as "mindfulness in schools," "parenting mindfulness," "mindfulness for teachers," and "mindfulness interventions for children/adolescents." The literature review primarily included reviews, meta-analyses, and original empirical studies with quantitative or mixed methods designs. Qualitative research was also included to expand understanding of contextual factors influencing implementation. The review covered various mindfulness programs for students, teachers, and parents, highlighting their positive effects on attention, anxiety reduction, stress management, emotional regulation, and improved well-being. Studies on mindful parenting emphasized its positive impact on parent-child interactions and parental well-being. The review also examined the adaptation of mindfulness interventions to online and remote settings, noting their potential benefits and challenges.

The authors conducted a comprehensive literature review using multiple databases including Academic Search Premier, APA PsycArticles, APA PsycBooks, CINAHL EBSCO, ERIC, and MEDLINE. Their search strategy focused on studies examining the impact of mindfulness interventions on students, teachers, and parents, particularly in the context of the COVID-19 pandemic and online learning environments. The search terms included a variety of keywords related to mindfulness, parenting, education, and interventions for children and adults. The authors prioritized reviews, meta-analyses, and original research employing quantitative or mixed-methods designs. Qualitative research was also included where deemed beneficial to provide context and deeper understanding of the implementation and effectiveness of various mindfulness programs. The inclusion criteria were designed to capture a broad spectrum of research on mindfulness interventions in schools, homes, and online platforms, with a specific emphasis on the period of and following the COVID-19 pandemic.

The literature review revealed consistent evidence supporting the positive effects of mindfulness interventions across various educational settings. Mindfulness-based school interventions (MBSIs) were found to increase prosocial behaviors, executive functioning skills, resilience, attention, and mindful awareness, while decreasing anxiety, attention problems, and conduct problems (Phan et al., 2022). Studies indicated that mindfulness interventions were effective in addressing a wide range of issues in students, including autism-related difficulties, ADHD, and anxiety (Semple et al., 2017). For teachers, mindfulness interventions reduced stress, burnout, and improved their emotional regulation and well-being (Emerson et al., 2017; Tsang et al., 2021). Mindful parenting interventions showed positive outcomes for parents and children, including improved parent-child interactions, better behavior management, and reduced behavior problems (Bögels et al., 2014; Coatsworth et al., 2015; Rutherford et al., 2015). The review also highlighted the potential of online mindfulness interventions, demonstrating their effectiveness in reducing anxiety, stress, and COVID-19-related concerns (Farris et al., 2021). However, limitations in previous research included small sample sizes, non-experimental designs, and a lack of well-validated measures. Studies also pointed to the need for further investigation of moderators, mediators, and implementation factors to understand who benefits most from mindfulness and how to optimize its effectiveness in different contexts.

The findings of this literature review strongly support the integration of mindfulness interventions into educational settings as a means of improving the well-being and academic performance of students, teachers, and parents. The effectiveness of mindfulness across various age groups and contexts highlights its potential as a versatile and accessible tool for promoting mental health and resilience. The adaptability of mindfulness to online platforms makes it a particularly relevant intervention during and beyond the COVID-19 pandemic, offering increased accessibility and convenience for participants. The results underscore the importance of providing mindfulness training to not only students but also teachers and parents, creating a supportive ecosystem that promotes self-regulation and emotional well-being across the educational community. The study’s findings emphasize the need for rigorous research designs, larger sample sizes, and the use of standardized measures to enhance the quality and generalizability of future studies.

This review provides a strong rationale for integrating mindfulness into schools and families as a means of promoting well-being and resilience. The findings highlight the effectiveness of mindfulness across various age groups and contexts, its adaptability to online platforms, and its potential for positive impact on students, teachers, and parents. Future research should focus on refining implementation strategies, addressing ethical considerations, and developing evidence-based guidelines for school psychologists to effectively integrate mindfulness into their practice. Further investigation is needed on the long-term effects of mindfulness interventions, particularly in online settings.

The review's reliance on existing literature limits its ability to draw definitive causal conclusions. The heterogeneity of studies in terms of methodology, sample characteristics, and outcome measures makes direct comparisons challenging. The focus on studies published in English might exclude relevant research from other languages and regions. Future research should focus on large-scale, randomized controlled trials with rigorous methodology and well-validated outcome measures to further establish the efficacy and impact of mindfulness interventions in diverse school settings.