On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.
Special thanks to Jessica Harrison, Cristi Pinela, Cynthia Taylor, and Timothy C. Urdan for their assistance and support with this manuscript.
Roeser, R.W. (2014), "The Emergence of Mindfulness-Based Interventions in Educational Settings", Motivational Interventions (Advances in Motivation and Achievement, Vol. 18), Emerald Group Publishing Limited, Bingley, pp. 379-419. https://doi.org/10.1108/S0749-742320140000018010
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