Results are somewhat more mixed in studies of mindfulness with adolescents.

A number of outcomes show improvements (see slide), especially when the studies are done well.

MBIs have been shown to positively impact students’ mindfulness and self-regulation skills, reduce internalizing distress, and improve students’ physical health and personal relationships (Roeser, 2023).

However, some results show no change or slightly worse outcomes for depressive symptoms (MYRIAD study). Some concerns have been raised about adverse effects, which will be discussed in a later section. In general, benefits accrue to those who practice, and adolescents often don’t practice.

Assessment measures may not always capture what the programs are trying to target. Furthermore, as we noted, mindfulness can mean different things to different people, so components of mindfulness programs may differ. Problems in the research itself have come under criticism.

We still don’t have a clear consensus about the ‘active ingredient’ in mindfulness. Many studies don’t’ report how the programs were implemented, what the programs contained, or how the teachers were trained. Studies often are done with whole classrooms, so individual student characteristics are not measured nor is the context of the school itself.

There are many improvements to research that need to be made. However, results suggest many positive effects notwithstanding.