Mindfulness in US Schools: What Are Students Really Learning?

Mindfulness practices are becoming increasingly common in US schools, aiming to help students improve focus, manage stress, and enhance emotional well-being. However, beyond the surface benefits, questions remain about what students are truly gaining from these programs. Are they learning lasting skills that foster resilience, empathy, and self-awareness, or are the lessons more limited to temporary relaxation techniques? This topic explores the real outcomes and long-term impact of mindfulness in education.

More than a million children in the United States, primarily in elementary schools, have encountered mindfulness lessons, often delivered by their regular teachers or school counselors.

Reading, writing, arithmetic… and mindfulness? This fourth subject is becoming increasingly common in classrooms, as growing numbers of young learners in the US engage in the practice, which involves bringing attention to the present moment without passing judgment. Over the past two decades, mindfulness has shifted in the US from being seen as a niche, alternative practice to becoming a widely accepted part of American life, as awareness has grown about its potential to reduce stress and boost well-being.

Estimates suggest that more than one million children have participated in mindfulness activities at school, typically at the elementary level, with instruction often led by classroom educators or school-based counselors. For 15 years, I have studied mindfulness in American K–12 schools, examining its effects on students, the experiences of teachers who deliver it, and the obstacles and advantages of bringing it into classrooms.

I have observed that these programs differ greatly in the mindfulness skills they prioritize and the goals they set, making it challenging to compare research findings and determine exactly how students benefit from them.

Defining mindfulness can be tricky.

Some view it simply as breathing exercises. Jon Kabat-Zinn, a pioneer in introducing mindfulness to Western audiences, describes it as “paying attention in a particular way, on purpose, nonjudgmentally, in the present moment.” At its core, mindfulness is more than a practice, it’s an approach to each moment, shaping how a person experiences both pleasant and unpleasant situations, inside and outside themselves. Central to it is the choice of where to direct attention.

In practice, mindfulness may include guided meditation, breathing exercises, and gentle movement. It can also help cultivate openness to experience and improved concentration. A few years back, I began exploring mindfulness programs in schools more deeply, asking what they truly teach children.

This knowledge is essential for educators, parents, and policymakers to make informed decisions about whether mindfulness belongs in schools. In 2023, my team and I reviewed 12 widely available mindfulness programs for K–12 students, examining their content. We found wide variations in topics, teaching methods, and time requirements.

Some programs integrate significant physical movement, including yoga poses. Others stress interpersonal skills like showing kindness, while some focus more on self-directed skills such as concentrating on one’s breath. In certain programs, students spend much of their time actively practicing mindfulness, such as mindful listening or movement. In others, they learn about mindfulness conceptually, such as understanding how the brain works.

Lesson counts ranged widely, from as few as five to as many as 44, meaning some courses lasted just a few weeks, while others spanned an entire school year. Although research shows mindfulness may offer benefits to children, findings are inconsistent. A major 2022 study found no measurable changes in students after receiving mindfulness instruction. Some experts suggest this could be because the program’s content was too advanced for middle school students.

Mindfulness attracts interest from educators because focus and attention are critical for academic achievement. Studies on student engagement and executive functioning indicate that the ability to block out distractions and direct mental effort toward important tasks supports better learning outcomes.

Mindfulness programs have also been linked to reduced stress for both students and teachers, improved mental health, and better emotional regulation in children. Even before the age of social media, educators often found it difficult to keep students attentive. Reviews of multiple studies suggest mindfulness can have positive effects on academic performance and school adjustment.

The CDC’s 2023 guidance lists mindfulness among six proven strategies for schools to support student mental health and well-being. Understanding what’s included in a mindfulness curriculum, how it’s delivered, and how much time is devoted to it is crucial, students may be learning very different skills with varying reinforcement.

Research indicates that programs most likely to help students academically and emotionally are tailored to developmental needs, use shorter activities, and include frequent repetition. In short, mindfulness lessons for children should not be simplified versions of adult programs. Although the field is still emerging, early evidence suggests mindfulness can strengthen skills that support academic success and mental health. To truly gauge its value, stakeholders, educators, families, policymakers, and researchers, must examine program content to understand exactly what students experience.

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Source: NDTV‍