Research, Resources & References
Ardern, C. (2016).

How does mindfulness training change the narratives of young people identified as having behavioral difficulties? An exploratory study.

Educational Psychology in Practice, 32(4), 374-394.

Coholic, D., Eys, M., & Lougheed, S. (2012).

Investigating the effectiveness of an arts-based and mindfulness-based group program for the improvement of resilience in children in need.

Journal of Family Studies, 21, 833-844.

Costello, E., & Lawler, M. (2014).

An exploratory study of the effects of mindfulness on perceived levels of stress among school-children from lower socioeconomic backgrounds.

The International Journal of Emotional Education, 6(2), 21-39.

Dale, E. (n.d.). Edgar Dale’s cone of experience

Retrieved May 25, 2019.


Dariotis, J.K., Mirabal-Beltran, R., Cluxton-Keller, F., Gould, L.F., Greenberg, M.T., & Mendelson, T. (2016).

A qualitative exploration of implementation factors in a school-based mindfulness and yoga program: Lessons learned from students and teachers.

Psychology in Schools, 54(1), 53-68.

Edwards, M., Adams, E.M., Waldo, M., Hadfield, O.D., & Biegel, G.M. (2014).

Effects of mindfulness on Latino adolescent students: Examining levels of perceived stress, mindfulness, self-compassion, and psychological symptoms.

The Journal for Specialists in Group Work, 39(2), 145-163.

Harpin, S.B., Rossi, A.M., Kim, A.K., & Swanson, L.M. (2016).

Behavior impacts of a mindfulness pilot intervention for elementary school students.

Education, 37(2), 149-156.

Kocovski, N.L., Fleming, J.E., Blackie, R.A., MacKenzie, M.B., & Rose, A.L. (2018).

Self-help for social anxiety: Randomized controlled trial comparing a mindfulness and acceptance-based approach with a control group.

Behavior Therapy, 1-16.

Leland, M. (2015).

Mindfulness and student success.

Journal of Adult Education, 44(1), 19-24.

Lopez-Gonzalez, L., Amutio, A., & Herrero-Fernadez, D. (2018).

The relaxation-mindfulness competence of secondary and high school students and its influence on classroom climate and academic performance.

European Journal of Education Psychology, 11(1). 5-17.

Malboeuf-Hurtubise, C., Lacourse, E., Herba, C., Taylor, G., & Amor, B.L. (2017).

Mindfulness-based intervention in elementary school students with anxiety and depression: A series of n-of-1 trials on effects and feasibility.

Journal of Evidence-Based Complementary & Alternative Medicine, 22(4), 856-869.

Malow, M.S., & Austin, V.L. (2016).

Mindfulness for students classified with emotional/behavioral disorder.

Insights into Learning Disabilities, 13(1), 81-94.

Martinez, T., & Zhao, Y. (2018).

The impact of mindfulness training on middle grades students’ office discipline referrals.

Research in Middle-Level Grade Education, 41(3), 1-7.

Mendelson, T., Greenberg, M.T., Dariotis, J.C., Gould, L.F., Rhoades, B.L., & Leaf, P.J. (2010).

Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth.

Journal of Abnormal Child Psychology, 38, 985-994.

Niz, E. S. (2019, February 19).

Why and how to teach your kids about mindfulness. Retrieved May 26, 2019.


Pascoe, M.C., Thompson, D.R., Jenkins, Z.M., & Ski, C.F. (2017).

Mindfulness mediates the physiological markers of stress: Systematic review and meta-analysis.

Journal of Psychiatric Research, 95, 156-158.

Rashid, S.A., Awan, S.B., Ullah, H., Haroon, M., Latif, M.S., & Mehood, S. (2017).

Assessment of knowledge regarding hypertension among university students.

Gomal Journal of Medical Sciences, 15(1), 34-37.

Rempel, K.D. (2012).

Mindfulness for children and youth: A review of the literature with an argument for school-based implementation.

Canadian Journal of Counseling and Psychology, 46(3), 201-220.

Schonel-Reichl, K.A., Oberle, E., Lawlor, M.S., Abbott, D., Thomson, K., Oberlander, T.F., & Diamond, A. (2015).

Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial.

Developmental Psychology, 51(1), 52-60.

Semple, R.J., Droutman, V., & Reid, B.A. (2016).

Mindfulness goes to school: Things learned (so far) from research and real-world experiences.

Psychology in Schools, 54(1).

Sibinga, E., Webb, L., Ghazarian, S.R. , & Ellen, J.M. (2016).

School-based mindfulness instruction: An RCT.

Pediatrics, 137(1), 1-8.

Stuart, S.K., Collins, J., Toms, & O., Gwalla-Ogisi, N. (2017).

Mindfulness and an argument for tier 1, whole-school support.

International Journal of Whole Schooling, 13(3), 14-27.

Thierry, K.L., Bryant, H.L., Nobles, S.S., & Norris, K.S. (2016).

Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance.

Early Education and Development, 27(6), 805-821.

Waldemar, J.O., Rigatti, R., Menezes, C.B., Guimaraes, G., Falceto, O., & Heldt, E. (2016).

Impact of a combined mindfulness and social-emotional learning program on fifth graders in a Brazilian public school setting.

Psychology & Neuroscience, 9(1), 79-90.