Research Summary Table

Citation

Bai, S., Elavsky, S., Kishida, M., Dvořáková, K., & Greenberg, M. T. (2020). Effects of mindfulness training on daily stress response in college students: Ecological momentary assessment of a randomized controlled trial. Mindfulness, 11(6), 1433-1445. https://doi.org/10.1007/s12671-020-01358-x

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College Students, Pennsylvania

Outcomes (Increases)

EMAs of first year college students showed mindfulness prevented depletion of emotion regulation (ER) in context of real-time family-related stress.

Outcomes (Decreases)

ER responses in regard to work or school stress were not impacted by intervention.

Citation

Bluth, K., Campo, R. A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M., & Broderick, P. C. (2016). A school-based mindfulness pilot study for ethnically diverse at-risk adolescents. Mindfulness, 7(1), 90-104. https://doi.org/10.1007/s12671-014-0376-1 Mindfulness

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Alternative High School, Kentucky

Outcomes (Increases)

Credibility of L2B compared to current curriculum

Outcomes (Decreases)

Depression, Anxiety

Citation

Broderick, P. C., Frank, J. L., & Schussler, D. L. (2025). Teaching Mindfulness in Education Observation Scale (TMEOS). In O. N. Medvedev, C. U. Krägeloh, R. J. Siegert & N. N. Singh (Eds.), Handbook of assessment in mindfulness research(pp. 733-754, 2047 Pages). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-47219-0_58

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Public high school students in Pennsylvania who received L2B as part of health curriculum, delivered by regular ed teachers, Pennsylvania

Outcomes (Increases)

Improvements in executive functions included greater selective attention to tasks and improved resistance to distraction as measured on computerized tasks compared to controls.

Outcomes (Decreases)

No changes on self-report measures.

Citation

Broderick, P.C. & Frank, J.L. (2014), Learning to BREATHE: An intervention to foster mindfulness in adolescence. New Directions for Youth Development, 142 (DOI:10.1002/yd.20095)

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Describes theoretical rationale for L2B.

Outcomes (Increases)

Outcomes (Decreases)

Citation

Broderick, P.C., & Jennings, P.A. (2012). Mindfulness for adolescents: a promising approach to supporting emotion regulation and preventing risky behavior. New Directions for Youth Development, 136:111-26, doi: 10.1002/yd.20042. PMID: 23359447.

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Reviews developmental issues of adolescents and their relatedness to mindfulness training.

Outcomes (Increases)

Outcomes (Decreases)

Citation

Broderick , P. C. and Metz , S. 2009 . Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents . Advances in School Mental Health Promotion , 2 : 35 – 46 . doi: 10.1080/1754730X.2009.9715696

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Private High School

Outcomes (Increases)

Calmness; self-acceptance

Outcomes (Decreases)

Tiredness, aches and pains

Citation

Broderick, P. C., & Schussler, D. L. (2021). Exploring fidelity in school-based mindfulness programs. Global Advances in Health and Medicine, 10, 21649561211067996-21649561211067996. https://doi.org/10.1177/21649561211067996

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This commentary presents 4 current challenges that need to be addressed so that questions of whether and how mindfulness improves student functioning can be clarified and implementation of programs can be strengthened and sustained. These challenges include coming to consensus on the definition and intention of mindfulness training, balancing adherence with flexibility in school-based mindfulness program (SBMP) delivery, determining the role SBMP teachers’ mindfulness experience plays in program fidelity, and delineating distinctive features of mindful pedagogy. (Open Access)

Outcomes (Increases)

Outcomes (Decreases)

Citation

Clementi, M., Harmon, M., Law, E., Perzow, S., Shomaker, L, & Thompson, T. (2025). Using multi-informant qualitative data to inform adaptations to mindfulness-based interventions for adolescents with chronic migraine. The Clinical Journal of Pain. https://doi.org.10.1097/AJP.0000000000001354. PMID in progress.

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15 adolescents with chronic migraine, their parents and healthcare providers

Outcomes (Increases)

four major themes informing adaptations to mindfulness-based interventions for adolescents with chronic migraine: supporting engagement in mindfulness in the context of migraine pain, incorporating lived experience in intervention content, facilitating peer connections, and providing opportunities for parental involvement

Outcomes (Decreases)

Citation

Dalager, S. L., Annameier, S., Bruggink, S. M., Pivarunas, B., Coatsworth, J. D., Schmid, A. A., Bell, C., Broderick, P., Brown, K. W., Quaglia, J., & Shomaker, L. B. (2018). Mindfulness-based group intervention for an adolescent girl at risk for type 2 diabetes: A case report. Advances in Mind-Body Medicine, 32(4),

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Case study of an adolescent girl at risk for diabetes Colorado

Outcomes (Increases)

Compared to her baseline, increased trait mindfulness.

Outcomes (Decreases)

Decreased depression, insulin resistance, cortisol awakening response and reported overeating.

Citation

Dumontheil, I., Lyons, K. E., Russell, T. A., & Zelazo, P. D. (2023). A preliminary neuroimaging investigation of the effects of mindfulness training on attention reorienting and amygdala reactivity to emotional faces in adolescent and adult females. Journal of Adolescence (London, England.), 95(1), 181-189

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Adolescent (12-14) and adult (23-33) females in the UK

Outcomes (Increases)

Compared to relaxation training, mindfulness training (L2B) led to an increase in the speed of reorienting attention across age groups.

Outcomes (Decreases)

Mindfulness also reduced left amygdala reactivity to emotional face distractors in adolescents only. Mindfulness practice can facilitate female adolescents' attentional control and possibly attenuate their emotional reactivity

Citation

Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259-267. https://doi.org/10.1080/07448481.2017.1278605

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Undergraduates, Pennsylvania

Outcomes (Increases)

Life Satisfactiion, Sleep Quality

Outcomes (Decreases)

Anxiety, Depression, Lower Alcohol Peak, Fewer alcohol consequences

Citation

Dvořáková, K., Kishida, M., Elavsky, S., & Greenberg, M. (2022). First-year college students’ well-being: 3-month follow-up of mindfulness intervention and potential mechanisms of change. Mindfulness, 13(5), 1246-1257. https://doi.org/10.1007/s12671-022-01872-0

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Outcomes (Increases)

Outcomes (Decreases)

Citation

Eva, A. L., & Thayer, N. M. (2017). Learning to BREATHE: A pilot study of a mindfulness-based intervention to support marginalized youth. Journal of Evidence-Based Complementary & Alternative Medicine, 22(4), 580-591. https://doi.org/10.1177/2156587217696928

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17-20 yr old males in alternative HS setting, Washington

Outcomes (Increases)

Self-Esteem, ER, attention; Intervention was acceptable for these students.

Outcomes (Decreases)

Perceived stress

Citation

Felver, J. C., Clawson, A. J., Morton, M. L., Brier-Kennedy, E., Janack, P., & DiFlorio, R. A. (2019). School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study. International Journal of School & Educational Psychology, 7, 111. https://doi.org/10.1080/21683603.2018.1461722

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Ethnically diverse, at-risk high school students, New York

Outcomes (Increases)

Stable increases in psychosocial resilience over time, compared to control students, who declined in resilience.

Outcomes (Decreases)

Citation

Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., Geier, C., Roeser, R. W., Berrena, E., Mahfouz, J., Levitan, J., & Greenberg, M. T. (2021). The effectiveness of a teacher-delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness, 12(5), 1234-1251. https://doi.org/10.1007/s12671-021-01594-9

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Public high school students in Pennsylvania who received L2B as part of health curriculum, delivered by regular ed teachers

Outcomes (Increases)

Improvements in executive functions included greater selective attention to tasks and improved resistance to distraction as measured on computerized tasks compared to controls.

Outcomes (Decreases)

No changes on self-report measures.

Citation

Fung, J., Guo, S., Jin, J. et al. A Pilot Randomized Trial Evaluating a School-Based Mindfulness Intervention for Ethnic Minority Youth. Mindfulness 7, 819–828 (2016). https://doi-org.ezaccess.libraries.psu.edu/10.1007/s12671-016-0519-7

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Public High School California

Outcomes (Increases)

Outcomes (Decreases)

Decreased parent-reported behavior problems, student reported internalizing problems, and emotion suppression at 3 month follow-up

Citation

Fung, J., Kim, J.J., Jin, J. et al. A Randomized Trial Evaluating School-Based Mindfulness Intervention for Ethnic Minority Youth: Exploring Mediators and Moderators of Intervention Effects. J Abnorm Child Psychol 47, 1–19 (2019). https://doi-org.ezaccess.libraries.psu.edu/10.1007/s10802-018-0425-7

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9th grade Latino & Asian students with elevated mood symptoms California

Outcomes (Increases)

Outcomes (Decreases)

Perceived Stress and Internalizing Symptoms; reduced rumination, avoidance fusion, and expressive suppression.

Citation

Helminen, E. C., Zhang, X., Clawson, A. J., Morton, M. L., Cary, E. L., Sinegar, S. E., Janack, P., & Felver, J. C. (2022). Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress. ECNU Review of Education, 8(1), 209-227. https://doi.org/10.1177/20965311221100563 (Original work published 2025)

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NY Replication of Felver et all

Outcomes (Increases)

Outcomes (Decreases)

Failed to replicate Felver et all findings, presumably due to lower perceived stress at onset.

Citation

Kerr, Sandra L.; Lucas, Lisa J.; DiDomenico, Grace E.; Mishra, Vipanchi; Stanton, Brian J.; Shivde, Geeta; Pero, Alexandra N.; Runyen, Madeline E.; Terry, Gabriella M. Teaching Education, v28 n4 p349-359 2017

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Pre-Service Teachers in University Pennsylvania

Outcomes (Increases)

Emotional clarity and improved regulation of negative emotions

Outcomes (Decreases)

Citation

Klimo, K. D., Wilson, J. W., Farewell, C., Grose, R. G., Puma, J. E., Brittain, D., Shomaker, L. B., & Quirk, K. (2024). A pilot and feasibility study on a mindfulness-based intervention adapted for LGBTQ+ adolescents. International Journal of Environmental Research and Public Health, 21(10), 1364. https://doi.org/10.3390/ijerph21101364

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LGBTQ+ adolescents, Colorado

Outcomes (Increases)

High Likeability and acceptability of L2B-Q (Queer); improved sleep and exercise

Outcomes (Decreases)

Decreased anxiety , stress and depression symptoms

Citation

Lam, K., & Seiden, D. (2020). Effects of a brief mindfulness curriculum on self-reported executive functioning and emotion regulation in Hong Kong adolescents. Mindfulness, 11(3), 627-642.

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Seventh-grade (x = 12.4 yrs) classrooms in a lowest academic tier of a Hong Kong public school over transition year.

Outcomes (Increases)

Increased executive functioning components of emotional control and self-monitoring; small effect size for working memory. L2B served a preventive function.

Outcomes (Decreases)

Decreased rumination (brooding); Deterioration observed in control group in emotional control, working memory, self-monitoring and anxiety/depression, and increase in brooding

Citation

Levitan, J., Schussler, D. L., Mahfouz, J., Frank, J. L., Kohler, K. M., Broderick, P. C., Mitra, J., Oh, Y., Berrena, E., & Greenberg, M. T. (2018). Evaluating Student Cognitive and Social-Emotional Growth During a High School Mindfulness Course Using Mixed-Method Design. Sage Research Methods Cases. https://doi.org/10.4135/9781526446428

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Pre-Service Teachers in University | Pennsylvania

Outcomes (Increases)

Emotional clarity and improved regulation of negative emotions

Outcomes (Decreases)

Citation

Lucas-Thompson, R.G., +Krause, J., +Rzonca, A., +Moran, M.J., +Miller, R.L., +Rigsby, B.A., +Najman, Adams, M.S., J.I., Haddock, S.A., Zimmerman, T.S., & Shomaker, L.B. (2024). Boosting effects of mindfulness-based intervention with a multi-modal adaptive supplement: A preliminary investigation. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-024-06546-9

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Mentor and mentees in a campus mentorship program, Colorado

Outcomes (Increases)

Mindfulness program (L2B) increased stress buffering, esepcially on days when mindfulness was practiced.

Outcomes (Decreases)

Citation

Lucas-Thompson, R. G., Prince, M. A., Rigsby, B. A., Adams, M. S., Miller, R. L., Rzonca, A., Krause, J., Moran, M., Piehler, T., Morrell, N., & Shomaker, L. (2023). Preliminary evaluation of learning to BREATHE PLUS for university students: Does a multi-modal adaptive supplement strengthen effects of a mindfulness-based intervention? Mindfulness, 14(11), 2699-2715.

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University students who participated in group L2B compared to group + L2B PLUS app.

Outcomes (Increases)

Increased mindful attention and benefits for mental health for all groups, but stronger for those using the L2B PLUS app. Increased self-compassion in both L2B groups.

Outcomes (Decreases)

Citation

Lucas Thompson, R., Prince, M., Adams, M., Miller, R.,, Moran, M., Rayburn, S., & Seiter, N. (2024). Does a mindfulness based intervention strengthen mindfulness stress buffering effects in adolescence? A preliminary investigation. Current Psychology, 43, 3440–3454.

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Adolescents (12-18)

Outcomes (Increases)

Promising initial support for the hypothesis that a mindfulness intervention (L2B) enhances abilities to remain consistently mindful on stressful days and thereby use mindfulness as a stress buffer. Also significant increases in self- compassion from before to after L2B.

Outcomes (Decreases)

Citation

Lucas-Thompson, R., Miller, R. L., Moran, M. J., Rzonca, A., Krause, J. T., Montavon, J. K., . . . Shomaker, L. B. (2024). “Scaling out” a mindfulness-based intervention through a youth mentoring program: Preliminary evidence for feasibility, acceptability, and efficacy. Mindfulness, 15(4), 872-888.

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Community College Students, Colorado

Outcomes (Increases)

Results suggest that it is feasible, acceptable, and potentially effective to expand a mindfulness-based intervention (L2B) via mentoring programs for adolescents at high risk for mental health symptoms.

Outcomes (Decreases)

Citation

Mahfouz, J., Levitan, J., Schussler, D., Broderick, P., Dvorakova, K., Argusti, M., ... Greenberg, M. (2018). Ensuring College Student Success Through Mindfulness-Based Classes: Just Breathe. College Student Affairs Journal 36(1), 1-16. https://dx.doi.org/10.1353/csj.2018.0000

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College students Pennsylvania

Outcomes (Increases)

Students in the mindfulness program reported improvements in organization, time management, health, emotional awareness, relationships and self-compassion.

Outcomes (Decreases)

Citation

Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the Learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272. https://doi-org.ezaccess.libraries.psu.edu/10.1080/15427609.2013.818488

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Public High School Pennsylvania

Outcomes (Increases)

Self-egffcacy, Emotion Regulation

Outcomes (Decreases)

Perceived stress; Somatic symptoms

Citation

Miller, R.L., Moran, M., Lucas-Thompson, R.G., Sanchez, N., +Seiter, N., +Rayburn, S., +Verros, M., Johnson, S.A., Haddock, S., Zimmerman, T., & Shomaker, L.B. (2022). Mental health and health behaviors among college student mentors in a randomized controlled trial interrupted by COVID-19. The Journal of American College Health. Advance online publication. https://doi.org/10.1080/07448481.2022.2086007

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Female college undergraduates

Outcomes (Increases)

Undergraduates showed stable mental health/health behaviors despite moderate COVID-19-related-stress.

Outcomes (Decreases)

Citation

Miller, R. L., Shomaker, L., Prince, M., Haddock, S., Zimmerman, T., Krause, J., Rzonca, A., Lavender, J., Sibinga, E., & Lucas-Thompson, R. G. (2024). The benefits of mindfulness training for momentary mindfulness and emotion regulation: a randomized controlled trial for adolescents exposed to chronic stressors. Journal of Consulting and Clinical Psychology

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Adolescents exposed to chronic stress

Outcomes (Increases)

Outcomes (Decreases)

The presence (vs. absence) of stressors was associated with lower momentary mindfulness and greater momentary emotion regulation difficulties concurrently and prospectively. Stressors with greater severity were also concurrently, but not prospectively, associated with lower momentary mindfulness and greater momentary emotion regulation difficulties.

Citation

Moran, M. J., Miller, R. L., Rzonca, A., Krause, J., Adams, M. S., Rigsby, B. A., Prince, M. A., & Lucas-Thompson, R. G. (2023). Does motivation for practicing mindfulness moderate the effects of mindfulness training on stressed adults? Counselling and Psychotherapy Research, 00, 1–11. https://doi.org/10.1002/capr.12724

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Adult sample, Colorado

Outcomes (Increases)

Some, but not all, dimensions of motivation for practising mindfulness increased ovrer the program and also were associated with attendance and pre–post change stress and emotion regulation.

Outcomes (Decreases)

Citation

Moran, M. J., Thompson, T., Miller, R. L., Krause, J. T., Rigsby, B. A., Rzonca, A. J., Carreras, C., Shomaker, L. B., Johnson, S., & Lucas-Thompson, R. G (2025). Mindfulness training within an adolescent mentoring program: A mixed methods investigation of acceptability and feasibility considerations. Mindfulness. https://doi.org/10.1007/s12671-025-02610-y

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Adolescent mentees and their guardians

Outcomes (Increases)

Adapting and implementing MBI within an adolescent mentoring program is a feasible and acceptable way to increase access to these interventions, particularly for youth facing adversity

Outcomes (Decreases)

Citation

Pike, J.M., Yorgason, J., Machuca, L.A., Broderick, P.C. & Hannon, T.S. Learning to Breathe With Type 2 Diabetes: A Pilot Feasibility and Acceptability Study of a Mindfulness-Based Intervention in Youth With Type 2 Diabetes or Prediabetes. Diabetes, Obesity, and CardioMetabolic CARE 2026;1(2):1–8 |

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Youth age 15-17 with Type 2 diabetes or prediabetes

Outcomes (Increases)

Program was feasible and acceptable. Participants' quality of life improved.

Outcomes (Decreases)

Citation

Rawlett, K., Friedman, E. & Thomas, S.A. (2019). Mindfulness-Based intervention with an attentional comparison group in at risk young adolescents: a pilot randomized controlled trial. Integrative Medicine Research, 8(2), 101-106. https://doi.org/10.1016/j.imr.2019.04.002

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At risk 6th grade females in boarding school, Maryland

Outcomes (Increases)

Both mindfulness and discussion (attention) groups showed improved positive affect. This randomized controlled trial demonstrated the feasibility of a mindfulness intervention for this vulnerable group.

Outcomes (Decreases)

Citation

Rigsby, B. A., Miller, R. L., Moran, M. J., Krause, J. T., Rzonca, A. J., Najman, J. I., Adams, M. S., Prince, M. A., & Lucas-Thompson, R.G. (2024). Bi-directional and time-lagged associations between engagement and mental health symptoms in a group mindfulness-based mental health intervention. Int. J. Environ. Res. Public Health, 21(8), 1030. https://doi.org/10.3390/ijerph21081030

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University students (between 18 and 43), Colorado

Outcomes (Increases)

Results showed that bi-directional and time-lagged associations exist between symptoms and engagement, indicating that there is a nuanced temporal and reciprocal relationship between engagement with mindfulness and mental health symptoms. Daily within-person elevations in engagement with mindfulness were associated with concurrent improvements in mental health but prospective increases in mental health symptoms.

Outcomes (Decreases)

Increases in mental health symptoms (over personal averages), as well as higher average levels of mental health symptoms, were both associated with lower levels of engagement in the mindfulness treatment protocol

Citation

Rizwari, Made Cynthia Agrita Putri, Wiswanti, I. U., & Pramita, F. A. (2023). Learning to BREATHE: Intervensi berbasis mindfulness pada remaja dengan nonsuicidal self-injury (NSSI). Guidena, 13(1), 140-152.

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Case study of 13-year-old female evaluated for risky behavior and non-suicidal self-injury (NSSI).

Outcomes (Increases)

Increased emotion regulation and trait mindfulness,

Outcomes (Decreases)

Decreased rumination

Citation

Schussler, D. L., Mahfouz, J., Broderick, P. C., Berenna, E., Frank, J. L., & Greenberg, M. T. (2022). Shifting to embodiment: A longitudinal qualitative investigation into the experiences of high school teachers teaching mindfulness. Mindfulness, 13(2), 509-525.

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High School Teachers

Outcomes (Increases)

Teacher buy-in to L2B goals, openness to modifying their own instructional approaches, and ongoing professional development may help enhance embodiment of mindfulness and result in more effective implementation over time.

Outcomes (Decreases)

Citation

Shomaker, Lauren & Bruggink, Stephanie & Pivarunas, Bernadette & Skoranski, Amanda & Foss, Jillian & Chaffin, Ella & Dalager, Stephanie & Annameier, Shelly & Quaglia, Jordan & Brown, Kirk & Broderick, Patricia & Bell, Christopher. (2017). Pilot randomized controlled trial of a mindfulness-based group intervention in adolescent girls at risk for type 2 diabetes with depressive symptoms. Complementary Therapies in Medicine. 32. 10.1016/j.ctim.2017.04.003.

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12-17 yr old girls at risk for depression & diabetes, Colorado

Outcomes (Increases)

CBT and L2B -both acceptable

Outcomes (Decreases)

L2B –greater reductions in insulin resistance at posttest and 6 mo follow-up compared to CBT

Citation

Shomaker, L. B., Pivarunas, B., Annameier, S. K., Gulley, L., Quaglia, J., Brown, K. W., Broderick, P., & Bell, C. (2019). One-year follow-up of a randomized controlled trial piloting a mindfulness-based group intervention for adolescent insulin resistance.Frontiers in Psychology, 10, 1040. https://doi.org/10.3389/fpsyg.2019.01040

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One-year follow up of RCT of mindfulness intervention for adolescent insulin resistance Colorado

Outcomes (Increases)

Outcomes (Decreases)

At one-year follow-up, both depression and insulin resistance decreased in L2B group compared to CBT group.

Citation

Tang, R., Broderick, P. C., Bono, T., Dvoráková, K., & Braver, T. S. (2021). A college first-year mindfulness seminar to enhance psychological well-being and cognitive function. Journal of Student Affairs Research and Practice, 58(4), 437–451. https://doi.org/10.1080/19496591.2020.1740719

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College Students, Missouri

Outcomes (Increases)

Overall improvements in psychological health of first year college students in mindfulness elective.

Outcomes (Decreases)

Cognitive benefits of mindfulness elective were small and mixed.

Learning to BREATHE (L2B) is a sequenced mindfulness program that can be used to introduce adolescents to mindfulness and its practice. L2B is appropriate for many settings (e.g. schools, universities, clinical settings, after-school programs, residential facilities, etc.). CASEL includes Learning to BREATHE as 1 out of only 4 programs in the mindfulness category that meets their standards for evidence-based programs.

More detail about all the publications, including full text copies, is available by clicking the Short Research Summaries link.

Another link, “What consumers should know about choosing a mindfulness program“ explains the importance of research in program selection for schools, clinical practices or other institutions and workplaces. L2B’s Facebook Page is the place for most current updates about L2B.