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Mindfulness-Based Interventions For Improving Cognition, Academic Achievement, Behaviour, And Socioemotional Functioning Of Primary And Secondary School Students
This Campbell systematic review examines the effectiveness of mindfulness-based interventions (MBIs) implemented in school settings on cognition, behaviour, socio-emotional outcomes and academic achievement. MBIs are interventions that use a mindfulness component, broadly defined as “paying attention in a particular way: on purpose, in the present moment, non-judgmentally”, and is often combined with yoga, cognitive-behavioural strategies, or relaxation-skills training.
Leadership Briefing 11.10(130)