Research on mindfulness in schools is growing, mainly from psychology and prevention science. Evidence suggests school-based mindfulness programs can improve students' self-regulation, but effects on other outcomes across different ages are mixed. The current research has significant limitations, and wider critiques point to important future directions. The authors recommend improving experimental methods, expanding developmental research, and rethinking assumptions to build a more holistic, non-dualistic science grounded in relationships, culture, context, ethics, and development.
Adolescents who attended a six-day mindfulness retreat reported applying mindfulness skills in both personal and social contexts one month later. All 15 participants described intrapersonal benefits such as self-awareness, emotional regulation, self-compassion, and broader perspective. Many also described interpersonal applications: 73% used mindfulness to navigate social anxiety and build connections, 67% engaged in more compassionate communication including active listening and emotional support, and 53% reported greater empathy and perspective-taking. The findings suggest that an immersive retreat can help adolescents transfer mindfulness skills to real-world developmental challenges, supporting both internal well-being and social relationships.