Skip to main content

Advertisement

Log in

Mindfulness and Social-Emotional Competencies: Proposing Connections Through a Review of the Research

  • REVIEW
  • Published:
Mindfulness Aims and scope Submit manuscript

Abstract

Objectives

The purpose of this study was to explore linkages between mindfulness-based practices (MBP) applied in schools and a social and emotional (SEL) framework using the five competency areas endorsed by the Collaborative for Academic, Social, and Emotional Learning (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). A qualitative exploration of linkages was conducted to identify ways the two might be integrated in schools and to stimulate transdisciplinary dialogue.

Method

A literature review yielded 40 studies that met the criteria: (a) use of MBP, (b) study conducted in a school setting, (c) inclusion of a goal to promote mindfulness, and (d) at least one outcome variable relevant to at least one of the five SEL competency areas. After coding SEL-related constructs measured in the studies, we reached consensus for the SEL competency area under which each construct best fits and reviewed the extent to which constructs were measured across the five SEL competency areas.

Results

Results suggested a conceptual fit between MBP and a SEL framework. Each of the five competency areas varied in their representation of the effects of MBP on students. The competency area of self-management was represented in all studies reviewed. No studies mentioned the use of the five competency areas in a SEL framework to guide or classify outcome variables. Only eight studies measured mindfulness as a construct.

Conclusions

Future evaluations of MBP in schools should consider how outcomes fit within the context of a SEL framework to further understand the linkages between MBP and SEL.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

Studies included in the exploratory review are marked with an *

  • *Arthurson, K. (2015). Teaching mindfulness to year sevens as part of health and personal development. Australian Journal of Teacher Education, 40(5).

  • Baker, B., & Butler, J. (1984). Effects of preventive cognitive self-instruction training on adolescent attitudes, experiences, and anxiety. Journal of Primary Prevention, 5, 17–26.

    Article  Google Scholar 

  • *Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016). Maximizing mindful learning: mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 7(1), 59-67.

  • *Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34–45.

  • *Bei, B., Byrne, M. L., Ivens, C., Waloszek, J., Woods, M. J., Dudgeon, P., Murray, G., Nicholas, C. L., Trinder, J., & Allen, N. B. (2013). Pilot study of a mindfulness-based, multi-component, in-school group sleep intervention in adolescent girls. Early Intervention in Psychiatry, 7(2), 213–220.

  • Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241.

    Google Scholar 

  • *Black, D. S., & Fernando, R. (2013). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246.

  • Block-Lerner, J., Adair, C., Plumb, J. C., Rhatigan, D. L., & Orsillo, S. M. (2007). The case for mindfulness-based approaches in the cultivation of empathy: does nonjudgmental, present-moment awareness increase capacity for perspective-taking and empathic concern? Journal of Marital and Family Therapy, 33(4), 501–516.

    Article  PubMed  Google Scholar 

  • Brackett, M. A., Elbertson, N. A., & Rivers, S. A. (2015). Applying theory to the development of approaches to SEL. In C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: research and practice (pp. 20–32). New York: The Guilford Press.

    Google Scholar 

  • Broderick, P. C. (2013). Learning to breathe: a mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. Oakland: New Harbinger Publications.

    Google Scholar 

  • *Broderick, P. C. & Metz, S. (2009). Learning to BREATHE: a pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35–46.

  • Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133–144.

    Article  Google Scholar 

  • *Carboni, J. A, Roach, A. T. & Fredrick, L. D. (2013). Impact of mindfulness training on the behavior of elementary students with attention-deficit/hyperactive disorder, Research in Human Development, 10, 234–251.

  • Carrizales-Engelmann, D., Feuerborn, L. L., Gueldner, B. A., & Tran, O. K. (2016). Merrell’s strong kids/strong teens. New York: Brookes Publishing.

    Google Scholar 

  • Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation: an integrative review. Clinical Psychology Review, 29(6), 560–572.

    Article  PubMed  Google Scholar 

  • Chen, K. W., Berger, C. C., Manheimer, E., Forde, D., Magidson, J., Dachman, L., & Lejuez, C. W. (2012). Meditative therapies for reducing anxiety: a systematic review and meta-analysis of randomized controlled trials. Depression and Anxiety, 29(7), 545–562.

    Article  PubMed  PubMed Central  Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning. (2015). Social and emotional learning core competencies. Retrieved from http://www.casel.org/social-and-emotional-learning/core-competencies/.

  • *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.

  • Creed, T. A., Reisweber, J., & Beck, A. T. (2011). Cognitive therapy for adolescents in school settings. New York: Guilford Press.

    Google Scholar 

  • Denham, S. A. (2015). Assessment of SEL in educational contexts. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning (pp. 285–300). New York: Guilford Press.

    Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.

    Article  PubMed  Google Scholar 

  • *Edwards, M., Adams, E. M., Waldo, M., Hadfield, O. D., & Biegel, G. M. (2014). Effects of a mindfulness group 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.

  • Elias, M. J. & Butler, L. B. (2005). Social decision making, social problem solving for middle school students: A curriculum for academic, social, and emotional learning. Champaign, IL: Research Press.

  • Farb, N. A. S., Segal, Z. V., & Anderson, A. K. (2012). The mindful brain and emotion regulation in mood disorders. Canadian Journal of Psychiatry, 57, 70–77.

    Article  PubMed  Google Scholar 

  • Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013a). Mindfulness in school psychology: applications for intervention and professional practice. Psychology in the Schools, 50(6), 531–547.

    Article  Google Scholar 

  • *Felver, J. C., Frank, J. L., & McEachern, A. D. (2013b). Effectiveness, acceptability, and feasibility of the soles of the feet mindfulness-based intervention with elementary school students. Mindfulness, 5(5), 589–597.

  • Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45.

    Article  Google Scholar 

  • *Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., ... & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95.

  • *Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51.

  • *Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2011). Exploring the effects of a mindfulness program for students of secondary school. International Journal of Knowledge Society Research, 2(1), 14–28.

  • Goldin, P., & Gross, J. (2010). Effect of mindfulness meditation training on the neural bases of emotion regulation in social anxiety disorder. Emotion, 10, 83–91.

    Article  PubMed  PubMed Central  Google Scholar 

  • Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current state of research. Child Development Perspectives, 6, 161–166.

    Article  Google Scholar 

  • Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: the effects of the PATHS curriculum. Development and Psychopathology, 7(01), 117–136.

    Article  Google Scholar 

  • Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K., ... & Rivara, F. P. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: a randomized controlled trial. Journal of the American Medical Association, 277(20), 1605–1611.

  • Gueldner, B. A. & Feuerborn, L. L. (2016). Integrating mindfulness-based practices into social and emotional learning: A case application. Mindfulness, 7(1), 164–175.

  • Hawn Foundation. (2011). The MindUp curriculum: brain-focused strategies for learning---and living. New York, NY: Scholastic Teaching Resources.

  • *Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: the importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264–274.

  • Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7, 109–119.

    Article  Google Scholar 

  • Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The Future of Children, 49–72.

  • *Joyce, A., Etty-Leal, J., Zazryn, T., Hamilton, A., & Hassed, C. (2010). Exploring a mindfulness meditation program on the mental health of upper primary children: a pilot study. Advances in School Mental Health, 3(2), 17–25.

  • *Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J. (2013). Feasibility and preliminary outcomes for move-into-learning: an arts-based mindfulness classroom intervention. The Journal of Positive Psychology, 8(3), 233–241.

  • *Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N., Burnett, R., Cullen, C., Hennelly, S., & Huppert, F. (2013). Effectiveness of the mindfulness in schools programme: non-randomised controlled feasibility study. The British Journal of Psychiatry, 203, 126–131.

  • *Lau, N. S. & Hue, M. T. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: well-being, stress and depressive symptoms. International Journal of Children's Spirituality, 16(4), 315–330.

  • Lawlor, M. S. (2016). Mindfulness and social emotional learning (SEL): a conceptual framework. In K. A. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education (pp. 65–80). New York: Springer.

    Chapter  Google Scholar 

  • *Le, T. N. & Gobert, J. M. (2015). Translating and implementing a mindfulness-based youth suicide prevention intervention in a Native American community. Journal of Child and Family Studies, 24(1), 12–23.

  • Lindsay, E. K., & Creswell, J. D. (2017). Mechanisms of mindfulness training: monitor and acceptance theory (MAT). Clinical Psychology Review, 51, 48–59.

    Article  PubMed  Google Scholar 

  • Lutz, A., Brefczynski-Lewis, J., Johnstone, T., & Davidson, R. J. (2008). Regulation of the neural circuitry of emotion by compassion meditation: effects of meditative expertise. PLoS One, 3(3), e1897.

    Article  PubMed  PubMed Central  Google Scholar 

  • Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary students. Campbell Systematic Reviews 2017: 5. Campbell Collaboration.

  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ... & Isberg, R. (2012). Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307.

  • *Mendelson, T., Greenberg, M. T., Dariotis, J. K., 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(7), 985–994.

  • *Mendelson, T., Tandon, S. D., O'Brennan, L., Leaf, P. J., & Ialongo, N. S. (2015). Brief report: moving prevention into schools: the impact of a trauma-informed school-based intervention. Journal of Adolescence, 43, 142–147.

  • Merry, S., McDowell, H., Wild, C. J., Bir, J., & Cunliffe, R. (2004). A randomized placebo-controlled trial of a school-based depression prevention program. Journal of the American Academy of Child & Adolescent Psychiatry, 43(5), 538–547.

    Article  Google Scholar 

  • *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.

  • Moore, A., & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Conscious Cognition, 18, 176–186.

    Article  Google Scholar 

  • Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks: Sage.

    Google Scholar 

  • *Noggle, J. J., Steiner, N. J., Minami, T., & Khalsa, S. B. S. (2012). Benefits of yoga for psychosocial well-being in a US high school curriculum: a preliminary randomized controlled trial. Journal of Developmental & Behavioral Pediatrics, 33(3), 193–201.

  • *Pahnke, J., Lundgren, T., Hursti, T., Hirvikoski, T. (2014). Outcomes of an acceptance and commitment therapy-based skills training group for students with high-functioning autism spectrum disorder: a quasi-experimental pilot study. Autism, 18(8), 953–964.

  • *Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: evaluation of the master mind program. Advances in School Mental Health Promotion, 7(3), 184–204.

  • Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: a framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179–185.

    Article  Google Scholar 

  • *Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-based prevention and reduction of depression in adolescents: a cluster-randomized controlled trial of a mindfulness group program. Mindfulness, 5(5), 477–486.

  • *Razza, R. A., Bergen-Cico, D., & Raymond, K. (2015). Enhancing preschoolers’ self-regulation via mindful yoga. Journal of Child and Family Studies, 24(2), 372–385.

  • *Reid, E. & Miller, L. (2009). An exploration in mindfulness: classroom of detectives. Teachers College Record, 111(12), 2775–2785.

  • *Ricard, R. J., Lerma, E., & Heard, C. C. (2013). Piloting a dialectical behavioral therapy (DBT) infused skills group in a disciplinary alternative education program (DAEP). Journal for Specialists in Group Work, 38(4), 285–306.

  • *Schonert-Reichl, K. A. & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151.

  • *Schonert-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), 52-66.

  • *Semple, R. J., Reid, E. F., & Miller, L. (2005). Treating anxiety with mindfulness: an open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy, 19(4), 379–392.

  • Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386.

  • *Sibinga, E. M., Perry-Parrish, C., Chung, S. E., Johnson, S. B., Smith, M., & Ellen, J. M. (2013). School-based mindfulness instruction for urban male youth: a small randomized controlled trial. Preventive Medicine, 57(6), 799–801.

  • Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909.

    Article  Google Scholar 

  • Stokols, D. (2006). Toward a science of transdisciplinary action research. American Journal of Community Psychology, 38(1–2), 79–93.

    Article  Google Scholar 

  • Taylor, R. D., Durlak, J. A., Oberle, E., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864.

    Article  PubMed  Google Scholar 

  • *Viafora, D. P., Mathiesen, S. G., & Unsworth, S. J. (2014). Teaching mindfulness to middle school students and homeless youth in school classrooms. Journal of Child and Family Studies, 24(5), 1179–1191.

  • *Wall, R. B. (2005). Tai chi and mindfulness-based stress reduction in a Boston public middle school. Journal of Pediatric Health Care, 19(4), 230–237.

  • Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), The handbook of social and emotional learning. New York: Guilford Press.

    Google Scholar 

  • *White, L. S. (2012). Reducing stress in school-age girls through mindful yoga. Journal of Pediatric Health Care, 26(1), 45–56.

  • *Wilson, A. N. & Dixon, M. R. (2010). A mindfulness approach to improving classroom attention. Journal of Behavioral Health and Medicine, 1(2), 137–142.

  • *Wisner, B. L. (2014). An exploratory study of mindfulness meditation for alternative school students: perceived benefits for improving school climate and student functioning. Mindfulness, 5(6), 626–638.

  • *Wisner, B. L., & Norton, C. L. (2013). Capitalizing on behavioral and emotional strengths of alternative high school students through group counseling to promote mindfulness skills. The Journal for Specialists in Group Work, 38(3), 207–224.

  • *Wright, L. B., Gregoski, M. J., Tingen, M. S., Barnes, V. A., & Treiber, F. A. (2011). Impact of stress reduction interventions on hostility and ambulatory systolic blood pressure in African American adolescents. Journal of Black Psychology, 37(2), 210–233.

  • Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-a systematic review and meta-analysis. Frontiers in Psychology, 5, 603–603.

    Article  PubMed  PubMed Central  Google Scholar 

  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press.

Download references

Author information

Authors and Affiliations

Authors

Contributions

LF and BG shared responsibility in all aspects of this study, from conceptualization; literature retrieval, review, and analysis; data entry and analysis; and writing of the manuscripts. Both authors approved the final version of the manuscript for submission.

Corresponding author

Correspondence to Laura L. Feuerborn.

Ethics declarations

This article does not contain any studies with human participants or animals performed by any of the authors.

Conflict of Interest

The authors declare that they have no conflict of interest.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

ESM 1

(DOCX 36 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Feuerborn, L.L., Gueldner, B. Mindfulness and Social-Emotional Competencies: Proposing Connections Through a Review of the Research. Mindfulness 10, 1707–1720 (2019). https://doi.org/10.1007/s12671-019-01101-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12671-019-01101-1

Keywords

Navigation