Dunning et al. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – A meta-analysis of randomized controlled trials.” – Article summary

Mindfulness refers to intentionally directing attention to present moment experiences with an attitude of curiosity and acceptance. Higher levels of mindfulness is associated with better functioning for several psychological and physical health outcomes. Mindfulness skills can be augmented through training. The enhancement of proximal skills (e.g. non-judgemental attention control) may influence distal outcomes (e.g. reduced symptoms; improved behaviour).

Mindfulness may be introduced to youth to enhance core cognitive skills to support academic and social functioning. Mindfulness may be especially useful as self-regulation and executive functioning strongly develop during this period. Next, it is also a period in which many mental disorders first appear.

An active control group in MBI studies refers to something that is expected to benefit its participants and matches the MBI in non-specific factors (e.g. engagement with therapist).  

Mindfulness-based interventions (MBI) lead to greater improvements of mindfulness (1), executive functions (2) and attention (3) compared to controls. There were improvements in depression (1), anxiety and stress (2) and negative behaviours (3).

Age moderates the effects of MBIs on executive functions. There are greater benefits when a child is older. Older adolescents may benefit more from MBIs than younger children due to the window of opportunity. This refers to the period between 14-18 years and is a key time for mindfulness to be effective due to heightened brain plasticity. During this period, there is also an increase in self-reflection (1), social-perspective taking (2) and a greater interest in understanding the self and others (3). The dose of MBI moderates negative behaviour. More training is associated with fewer negative behaviours. MBI effects on negative behaviour are also moderated by age. Younger children have greater improvements than older children or adolescents.

When MBI is compared to an active control group, there were improvements on mindfulness (1), depression (2) and anxiety and stress (3). The other positive outcomes are still there but are not significantly higher compared to an active control group.  

Publication bias may play a role in the positive effects of MBIs.