PED634 v2

Mettler, J., Khoury, B., Zito, S., Sadowski, I., & Heath, N. L. (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of School Psychology, 97, 43–62. https://doi.org/10.1016/j.jsp.2022.10.007
Reading the research article "Mindfulness-Based Programs and School Adjustment: A Systematic Review and Meta-Analysis" offers school psychologist students a valuable opportunity to deepen their understanding of the impact of mindfulness-based programs on students' school adjustment. This article, which presents a comprehensive synthesis of multiple studies, provides insights into the effectiveness of mindfulness interventions in fostering positive school-related outcomes.

Su, Y.-W., & Swank, J. M. (2018). Attention problems and mindfulness: Examining a school counseling group intervention with elementary school students. Professional School Counseling, 22(1). https://doi.org/10.1177/2156759X19850559
Engaging with the research article "Attention Problems and Mindfulness: Examining a School Counseling Group Intervention with Elementary School Students" holds immense value for school psychologists. This study presents a unique opportunity to explore the practical application and effectiveness of a mindfulness-based intervention for elementary school students struggling with attention problems. This knowledge empowers them to design and implement evidence-based interventions that support students' attention, self-regulation, and overall success in school

KCAL News. (2022, February 8). Mental health monday: Mindful meditation in schools [Video]. YouTube.

MasterClass. (2022, December 23). 5-minute guided meditation with Jon Kabat-Zinn | MasterClass [Video]. YouTube.

WestEd, California Department of Education, Browning, A., & Romer, N. (2020). Mindfulness-Based Practices for Schools. In WestEd.
Emerging evidence shows that mindfulness benefits people across all ages in physical health, mental health, and education. Teaching mindfulness and stress management to educators can enhance job satisfaction, self-regulation, self-compassion, and nonjudgmental skills, creating a more compassionate environment for students.

Weare, K. and Bethune, A. (2021). Implementing mindfulness in schools: An evidence-based guide. Mindfulness in Schools.
Mindfulness involves intentionally focusing on the present moment within ourselves and our surroundings with openness, curiosity, and kindness. Rooted in ancient traditions, it supports authentic happiness, resilience, and ethical living. Modern mindfulness combines these roots with psychological approaches, with research showing benefits for mental well-being. Practicing mindfulness can reduce distraction, foster awareness, and help us embrace a range of experiences, including challenges. Courses provide intensive training, helping participants build qualities like joy, compassion, and emotional regulation. Mindfulness is not about emptying the mind or simply staying calm, nor is it a substitute for addressing structural causes of stress.