A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being

By Felicia Huppert, Daniel M. Johnson. 2010

453 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/92871d60ce5dfca2b1fc126b465f4659fd3cef26

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Citations in the corpus

Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, methodology): “In another study linking meditation to structural changes in the hippocampus, Luders et al. (2009) observed significantly larger right hippocampal volume in 22 long-term meditators (minimum 5 years practice across a range of meditation styles) compared to 22 controls through the analysis of high-res”
Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students (2012, unknown): “Research to date: Huppert and Johnson (2010).”
The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation (2013, result): “Congruent findings were reported in other studies (Beauchemin, Hutchins, & Patterson, 2008; Biegel et al., 2009; Bogels et al., 2008; Huppert & Johnson, 2010), which conducted mindfulness programs for adolescents.”
A Review of School-Based Positive Psychology Interventions (2011, methodology): “Researchers and educators have called for the use of meditation as a school-based practice to assist the wellbeing of students (Campion & Rocco, 2009; Huppert & Johnson, 2010).”
SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, background): “Similarly, Huppert and Johnson (2010) found no significant difference between the intervention and the control group on resiliency and general wellbeing in secondary students.”
Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention (2013, background): “The students reported enjoying and benefiting from the training, and 74% of the intervention group stated they would continue the mindfulness training in the future (Huppert & Johnson, 2010).”
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “Preliminary studies have also shown its effectiveness in children being taught within a school setting (e.g., Burke 2010; Garrison Institute 2005; Huppert and Johnson 2010; Kuyken et al. 2013; Thompson and Gauntlett-Gilbert 2008).”
Nurturing Mindfulness in Children and Youth: Current State of Research (2012, background): “For example, Huppert and Johnson (2010) reported that students' frequency of home practice varied widely, and they predicted changes from baseline in well-being and mindfulness during a 4-week trial.”
Effects of Length of Mindfulness Practice on Mindfulness, Depression, Anxiety, and Stress: a Randomized Controlled Experiment (2020, result): “…regarding practice length have also been observed in research with adolescents, with greater amounts of home practice being associated with positive outcomes in some studies (e.g. Huppert and Johnson 2010; Kuyken et al. 2013), but not in others (e.g. Johnson et al. 2016; Quach et al. 2017).”
The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective (2012, background): “A recent surge of research has revealed that children and adolescents readily engage in these activities and enjoy doing so (Biegel, Brown, Shapiro, & Schubert, 2009; Broderick & Metz, 2009; Huppert & Johnson, 2010; Schonert-Reichl & Lawlor, 2010; see Burke, 2010, for a review).”
Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students (2016, background): “2008); to show benefits of mindfulness training (Huppert and Johnson 2010; Waters et al. 2014); and to promote student learning about signature character strengths and positive emotions (Seligman et al.”
Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts (2016, background): “Teacher wellbeing seems to be central to the notion of mature and effective PLCs, with wellbeing defined as “the combination of feeling good and functioning well” (Huppert and Johnson 2010).”