SCHOOL-BASED MINDFULNESS INTERVENTIONS AND SELF-REGULATION IN AT-RISK LEARNERS – A META-ANALYSIS

Abstract

Educational inequality is a recognised global concern, with an urgent need to improve educational and behavioural outcomes for vulnerable children and adolescents. Considering literature on links between outcomes of concern self-regulation, or goal directed formulation and action, as well as its developmental plasticity and known deficiency in at-risk learners, improving self-regulation in this vulnerable population is essential. Considering theoretical links between mindfulness, a nonjudgmental moment to-moment awareness, and self-regulation, and the accessibility and efficacy of mindfulness-based interventions (MBIs) in school settings, such interventions show potential to improve self-regulation in at-risk learners. To fill a literature gap for the systematic review of school-based MBIs for at-risk learners and inform policy-making for this vulnerable population, the current meta-analysis synthesised the effects of school-based mindfulness interventions on self-regulation of at-risk learners. Across ten studies, data from 22 self-regulation outcomes, assessed in 886 participants of school based mindfulness interventions, were synthesised in random-effects analyses with robust variance estimation; analyses of risk of bias, heterogeneity and relevant moderators were also conducted. A small and nonsignificant (N = 10; Hedges’ g = 0.25, 95% CI [0.08, 0.60], p = 0.12) mean controlled post-test effect was found, with participant characteristics, facilitator identity, and facilitator mindfulness experience as possible moderators.