This cluster randomized controlled trial (RCT) study conducted in Southern Finland investigates the effectiveness of a universal mindfulness-based intervention (MBI) in classrooms in improving emotional well-being and regulation among adolescents with elevated inattentiveness and/or hyperactivity-impulsivity. The study comprised 342 students, divided into an MBI group, a relaxation control group, and an inactive control group. Positive affect (PA) and negative affect (NA) and emotion regulation strategies (rumination, acceptance, catastrophizing, positive reappraisal, and self-kindness) were measured at pre- (T0), postintervention (T9), and 26-week follow-up (T26). The intervention effects were analyzed among all participants and by gender and symptom type. Compared to the controls, there was a beneficial effect for the MBI group in relation to acceptance at T9; acceptance remained at the baseline level in the MBI group but decreased in the inactive control group. Conversely, in the inactive control group, rumination decreased at T9, and positive reappraisal increased at T26 compared to the MBI group. The MBI had no other detectable effects. The results on emotion regulation strategies varied by gender. These findings do not provide convincing evidence that universal MBIs improve emotional well-being among students with elevated inattentiveness and/or hyperactivity-impulsivity. More research is needed to determine whether the programs are beneficial for all adolescents, regardless of mental health status.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
2.
BalázsJ.KeresztényÁ. (2014). Subthreshold attention deficit hyperactivity in children and adolescents: A systematic review. European Child & Adolescent Psychiatry, 23(6), 393–408. https://doi.org/10.1007/s00787-013-0514-7
3.
BarkleyR. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed.) Guilford Press.
4.
BarkleyR. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65.
5.
BarkleyR. A.EdwardsG.LaneriM.FletcherK.MeteviaL. (2001). Executive functioning, temporal discounting, and sense of time in adolescents with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD). Journal of Abnormal Child Psychology, 29(6), 541–556. https://doi.org/10.1023/A:1012233310098
6.
BecharaA.NaqviN. (2004). Listening to your heart: Interoceptive awareness as a gateway to feeling. Nature Neuroscience, 7(2), 102–103. https://doi.org/10.1038/nn0204-102
7.
BergerI.SlobodinO.AboudM.MelamedJ.CassutoH. (2013). Maturational delay in ADHD: Evidence from CPT. Frontiers in Human Neuroscience, 7, Article 691. https://doi.org/10.3389/fnhum.2013.00691
8.
BeyensI.ValkenburgP. M.PiotrowskiJ. T. (2018). Screen media use and ADHD-related behaviors: Four decades of research. Proceedings of the National Academy of Sciences, 115(40), 9875–9881. https://doi.org/doi:10.1073/pnas.1611611114
9.
BiegelG. M.BrownK. W.ShapiroS. L.SchubertC. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 77(5), 855–866.
10.
BishopS. R.LauM.ShapiroS.CarlsonL.AndersonN. D.CarmodyJ.SegalZ. V.AbbeyS.SpecaM.VeltingD.DevinsG. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241. https://doi.org/10.1093/clipsy.bph077
11.
BluthK.RobersonP. N. E.GirdlerS. S. (2017). Adolescent sex differences in response to a mindfulness intervention: A call for research. Journal of Child and Family Studies, 26(7), 1900–1914. https://doi.org/10.1007/s10826-017-0696-6
12.
BogaertL.Van der GuchtK.KuppensP.KockM.SchreuderM. J.KuykenW.RaesF. (2023). The effect of universal school-based mindfulness on anhedonia and emotional distress and its underlying mechanisms: A cluster randomised controlled trial via experience sampling in secondary schools. Behaviour Research and Therapy, 169, 104405. https://doi.org/10.1016/j.brat.2023.104405
13.
BögelsS. M.OortF. J.PotharstE.van RoosmalenR.WilliamsJ. M. G.de BruinE. I. (2021). Family mindfulness training for childhood ADHD: Short- and long-term effects on children, fathers and mothers. Mindfulness, 12(12), 3011–3025. https://doi.org/10.1007/s12671-021-01761-y
14.
BorW.DeanA. J.NajmanJ.HayatbakhshR. (2014). Are child and adolescent mental health problems increasing in the 21st century? A systematic review. Australian & New Zealand Journal of Psychiatry, 48(7), 606–616. https://doi.org/10.1177/0004867414533834
15.
BroderickP. C.JenningsP. A. (2012). Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior. New Directions for Youth Development, 2012(136), 111–126. https://doi.org/10.1002/yd.20042
16.
BroderickP. C.MetzS. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35–46. https://doi.org/10.1080/1754730X.2009.9715696
17.
BrownK. W.WestA. M.LoverichT. M.BiegelG. M. (2011). Assessing adolescent mindfulness: Validation of an Adapted Mindful Attention Awareness Scale in adolescent normative and psychiatric populations. Psychological Assessment, 23, 1023–1033. https://doi.org/10.1037/a0021338
18.
CarsleyD.KhouryB.HeathN. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9(3), 693–707. https://doi.org/10.1007/s12671-017-0839-2
19.
ChiesaA.SerrettiA.JakobsenJ. C. (2013). Mindfulness: Top–down or bottom–up emotion regulation strategy?Clinical Psychology Review, 33(1), 82–96. https://doi.org/10.1016/j.cpr.2012.10.006
20.
ChristiansenH.HirschO.AlbrechtB.ChavanonM.-L. (2019). Attention-Deficit/Hyperactivity Disorder (ADHD) and emotion regulation over the life span. Current Psychiatry Reports, 21(3), 17. https://doi.org/10.1007/s11920-019-1003-6
21.
ChristiansenJ.QualterP.FriisK.PedersenS.LundR.AndersenC.Bekker-JeppesenM.LasgaardM. (2021). Associations of loneliness and social isolation with physical and mental health among adolescents and young adults. Perspectives in Public Health, 141(4), 226–236. https://doi.org/10.1177/17579139211016077
22.
ColomerC.WienerJ.VarmaA. (2020). Do adolescents with ADHD have a self-perception bias for their ADHD symptoms and impairment?Canadian Journal of School Psychology, 35(4), 238–251. https://doi.org/10.1177/0829573520936457
23.
CrawfordJ. R.HenryJ. D. (2004). The Positive and Negative Affect Schedule (PANAS): Construct validity, measurement properties and normative data in a large non-clinical sample. British Journal of Clinical Psychology, 43(3), 245–265. https://doi.org/10.1348/0144665031752934
24.
der GuchtK. V.TakanoK.KuppensP.RaesF. (2017). Potential moderators of the effects of a school-based mindfulness program on symptoms of depression in adolescents. Mindfulness, 8(3), 797–806. https://doi.org/10.1007/s12671-016-0658-x
25.
DiamantopoulouS.RydellA.-M.ThorellL. B.BohlinG. (2007). Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children’s peer relations and school performance. Developmental Neuropsychology, 32(1), 521–542. https://doi.org/10.1080/87565640701360981
26.
DiazA. D.PeeplesD. A.WeigleP. E. (2025). Depression and social media use in children and adolescents. Pediatric Clinics of North America, 72(2), 175–187. https://doi.org/10.1016/j.pcl.2024.07.033
27.
DunningD.TudorK.RadleyL.DalrympleN.FunkJ.VainreM.FordT.Montero-MarinJ.KuykenW.DalgleishT. (2022). Do mindfulness-based programmes improve the cognitive skills, behaviour and mental health of children and adolescents? An updated meta-analysis of randomised controlled trials. Evidence Based Mental Health, 25(3), 135–142. https://doi.org/10.1136/ebmental-2022-300464
28.
DurlakJ. A.MahoneyJ. L.BoyleA. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11–12), 765–782. https://doi.org/10.1037/bul0000383
29.
FischerM.BarkleyR. A.SmallishL.FletcherK. (2005). Executive functioning in hyperactive children as young adults: Attention, inhibition, response perseveration, and the impact of comorbidity. Developmental Neuropsychology, 27(1), 107–133. https://doi.org/10.1207/s15326942dn2701_5
30.
FulambarkarN.SeoB.TestermanA.ReesM.BausbackK.BungeE. (2023). Review: Meta-analysis on mindfulness-based interventions for adolescents’ stress, depression, and anxiety in school settings: A cautionary tale. Child and Adolescent Mental Health, 28(2), 307–317. https://doi.org/10.1111/camh.12572
31.
FungJ.KimJ. J.JinJ.ChenG.BearL.LauA. S. (2019). A randomized trial evaluating school-based mindfulness intervention for ethnic minority youth: Exploring mediators and moderators of intervention effects. Journal of Abnormal Child Psychology, 47(1), 1–19. https://doi.org/10.1007/s10802-018-0425-7
GarnefskiN.KraaijV. (2007). The Cognitive Emotion Regulation Questionnaire: Psychometric features and prospective relationships with depression and anxiety in adults. European Journal of Psychological Assessment, 23(3), 141–149. https://doi.org/10.1027/1015-5759.23.3.141
34.
GarnefskiN.KraaijV.SpinhovenP. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30(8), 1311–1327. https://doi.org/10.1016/S0191-8869(00)00113-6
35.
GarnefskiN.TeerdsJ.KraaijV.LegersteeJ.van den KommerT. (2004). Cognitive emotion regulation strategies and depressive symptoms: Differences between males and females. Personality and Individual Differences, 36(2), 267–276. https://doi.org/10.1016/S0191-8869(03)00083-7
36.
GokhanB. (2021). Relation between student mental health and academic achievement revisited: A meta-analysis. In BlandinaB.-M. (Ed.), Health and academic achievement. IntechOpen. https://doi.org/10.5772/intechopen.95766
37.
GreenJ. G.McLaughlinK. A.AlegríaM.CostelloE. J.GruberM. J.HoagwoodK.LeafP. J.OlinS.SampsonN. A.KesslerR. C. (2013). School mental health resources and adolescent mental health service use. Journal of the American Academy of Child & Adolescent Psychiatry, 52(5), 501–510. https://doi.org/10.1016/j.jaac.2013.03.002
38.
GreenbergM. T.AbenavoliR. (2017). Universal interventions: Fully exploring their impacts and potential to produce population-level impacts. Journal of Research on Educational Effectiveness, 10(1), 40–67. https://doi.org/10.1080/19345747.2016.1246632
39.
GreenbergM. T.HarrisA. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161–166. https://doi.org/10.1111/j.1750-8606.2011.00215.x
40.
GrizenkoN.PaciM.JooberR. (2010). Is the inattentive subtype of ADHD different from the combined/hyperactive subtype?Journal of Attention Disorders, 13(6), 649–657. https://doi.org/10.1177/1087054709347200
41.
GuY.ZhuY.BrownK. W. (2021). Mindfulness and attention deficit hyperactivity disorder: A neuropsychological perspective. The Journal of Nervous and Mental Disease, 209(11), 796–801. https://doi.org/10.1097/NMD.0000000000001388
42.
GyllenbergD.MarttilaM.SundR.Jokiranta-OlkoniemiE.SouranderA.GisslerM.RistikariT. (2018). Temporal changes in the incidence of treated psychiatric and neurodevelopmental disorders during adolescence: An analysis of two national Finnish birth cohorts. The Lancet Psychiatry, 5(3), 227–236. https://doi.org/10.1016/S2215-0366(18)30038-5
43.
HaydickyJ.ShecterC.WienerJ.DucharmeJ. M. (2015). Evaluation of MBCT for adolescents with ADHD and their parents: Impact on individual and family functioning. Journal of Child and Family Studies, 24(1), 76–94. https://doi.org/10.1007/s10826-013-9815-1
44.
HölzelB. K.LazarS. W.GardT.Schuman-OlivierZ.VagoD. R.OttU. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537–559. https://doi.org/10.1177/1745691611419671
45.
HorwitzS. M.HurlburtM. S.Goldhaber-FiebertJ. D.HeneghanA. M.ZhangJ.Rolls-ReutzJ.FisherE.LandsverkJ.SteinR. E. K. (2012). Mental health services use by children investigated by child welfare agencies. Pediatrics, 130(5), 861–869. https://doi.org/10.1542/peds.2012-1330
46.
HuguetA.EgurenJ. I.Miguel-RuizD.VallésX. V.AldaJ. A. (2019). Deficient emotional self-regulation in children with attention deficit hyperactivity disorder: Mindfulness as a useful treatment modality. Journal of Developmental & Behavioral Pediatrics, 40(6), 425–431. https://doi.org/10.1097/DBP.0000000000000682
47.
HuguetA.RuizD. M.HaroJ. M.AldaJ. A. (2017). A pilot study of the efficacy of a mindfulness program for children newly diagnosed with attention-deficit hyperactivity disorder: Impact on core symptoms and executive functions. International Journal of Psychology & Psychological Therapy, 17(3), 305–316.
48.
HuppertF. A.JohnsonD. M. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5(4), 264–274. https://doi.org/10.1080/17439761003794148
49.
JainS.ShapiroS. L.SwanickS.RoeschS. C.MillsP. J.BellI.SchwartzG. E. R. (2007). A randomized controlled trial of mindfulness meditation versus relaxation training: Effects on distress, positive states of mind, rumination, and distraction. Annals of Behavioral Medicine, 33(1), 11–21. https://doi.org/10.1207/s15324796abm3301_2
50.
JohnsonC.BurkeC.BrinkmanS.WadeT. (2016). Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behaviour Research and Therapy, 81, 1–11. https://doi.org/10.1016/j.brat.2016.03.002
51.
Kabat-ZinnJ. (2003). Mindfulness-based stress reduction (MBSR). Constructivism in the Human Sciences, 8(2), 73–83.
52.
KadesjöB.JanolsL.-O.KorkmanM.MickelssonK.StrandG.TrillingsgaardA.GillbergC. (2004). The FTF (Five to Fifteen): The development of a parent questionnaire for the assessment of ADHD and comorbid conditions. European Child & Adolescent Psychiatry, 13(3), iii3–iii13. https://doi.org/10.1007/s00787-004-3002-2
KangY.RahrigH.EichelK.NilesH. F.RochaT.LeppN. E.GoldJ.BrittonW. B. (2018). Gender differences in response to a school-based mindfulness training intervention for early adolescents. Journal of School Psychology, 68, 163–176. https://doi.org/10.1016/j.jsp.2018.03.004
55.
KennesA.LatasterJ. J. E.JanssensM.SimonsM.ReijndersJ. S. A. M.JacobsN. E.PeetersS. C. T. (2024). Effects of a mindfulness-based strengths intervention on adolescent mental health are mediated by changes in negative emotions. International Journal of Applied Positive Psychology, 9(2), 697–718. https://doi.org/10.1007/s41042-024-00148-3
56.
KesslerR. C.BerglundP.DemlerO.JinR.MerikangasK. R.WaltersE. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the national comorbidity survey replication. Archives of General Psychiatry, 62(6), 593–602. https://doi.org/10.1001/archpsyc.62.6.593
57.
KielingC.Baker-HenninghamH.BelferM.ContiG.ErtemI.OmigbodunO.RohdeL. A.SrinathS.UlkuerN.RahmanA. (2011). Child and adolescent mental health worldwide: Evidence for action. The Lancet, 378(9801), 1515–1525. https://doi.org/10.1016/S0140-6736(11)60827-1
58.
KirovaA.-M.KelbermanC.StorchB.DiSalvoM.WoodworthK. Y.FaraoneS. V.BiedermanJ. (2019). Are subsyndromal manifestations of attention deficit hyperactivity disorder morbid in children? A systematic qualitative review of the literature with meta-analysis. Psychiatry Research, 274, 75–90. https://doi.org/10.1016/j.psychres.2019.02.003
59.
KuykenW.BallS.CraneC.GanguliP.JonesB.Montero-MarinJ.NuthallE.RajaA.TaylorL.TudorK.VinerR. M.AllwoodM.AuklandL.DunningD.CaseyT.DalrympleN.De WildeK.FarleyE. R.HarperJ.KappelmannN.. . .WilliamsJ. M. G. (2022). Effectiveness and cost-effectiveness of universal school-based mindfulness training compared with normal school provision in reducing risk of mental health problems and promoting well-being in adolescence: The MYRIAD cluster randomised controlled trial. Evidence Based Mental Health, 25(3), 99–109. https://doi.org/10.1136/ebmental-2021-300396
60.
KuykenW.WeareK.UkoumunneO. C.VicaryR.MottonN.BurnettR.CullenC.HennellyS.HuppertF. (2013). Effectiveness of the Mindfulness in Schools Programme: Non-randomised controlled feasibility study. The British Journal of Psychiatry, 203(2), 126–131. https://doi.org/10.1192/bjp.bp.113.126649
61.
LeeY.-C.ChenC.-R.LinK.-C. (2022). Effects of mindfulness-based interventions in children and adolescents with ADHD: A systematic review and meta-analysis of randomized controlled trials. International Journal of Environmental Research and Public Health, 19(22), 15198. https://www.mdpi.com/1660-4601/19/22/15198
62.
LindsayE. K.CreswellJ. D. (2017). Mechanisms of mindfulness training: Monitor and Acceptance Theory (MAT). Clinical Psychology Review, 51, 48–59. https://doi.org/10.1016/j.cpr.2016.10.011
63.
LoH. H.WongS. W.WongJ. Y.YeungJ. W.SnelE.WongS. Y. (2020). The effects of family-based mindfulness intervention on ADHD symptomology in young children and their parents: A randomized control trial. Journal of Attention Disorders, 24(5), 667–680. https://doi.org/10.1177/1087054717743330
64.
LubertoC. M.HallD. L.ParkE. R.HaramatiA.CottonS. (2020). A perspective on the similarities and differences between mindfulness and relaxation. Global Advances in Health and Medicine, 9, 2164956120905597. https://doi.org/10.1177/2164956120905597
65.
MakC.WhittinghamK.CunningtonR.BoydR. N. (2018). Efficacy of mindfulness-based interventions for attention and executive function in children and adolescents—A systematic review. Mindfulness, 9(1), 59–78. https://doi.org/10.1007/s12671-017-0770-6
66.
MeiklejohnJ.PhillipsC.FreedmanM. L.GriffinM. L.BiegelG.RoachA.FrankJ.BurkeC.PingerL.SolowayG. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. https://doi.org/10.1007/s12671-012-0094-5
67.
MettlerJ.KhouryB.ZitoS.SadowskiI.HeathN. L. (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of School Psychology, 97, 43–62. https://doi.org/10.1016/j.jsp.2022.10.007
68.
MetzS. M.FrankJ. L.ReibelD.CantrellT.SandersR.BroderickP. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272. https://doi.org/10.1080/15427609.2013.818488
69.
MilichR.BalentineA. C.LynamD. R. (2001). ADHD combined type and ADHD predominantly inattentive type are distinct and unrelated disorders. Clinical Psychology: Science and Practice, 8, 463–488. https://doi.org/10.1093/clipsy.8.4.463
Montero-MarinJ.AllwoodM.BallS.CraneC.De WildeK.HinzeV.JonesB.LordL.NuthallE.RajaA.TaylorL.TudorK.BlakemoreS.-J.ByfordS.DalgleishT.FordT.GreenbergM. T.UkoumunneO. C.WilliamsJ. M. G.KuykenW. (2022). School-based mindfulness training in early adolescence: What works, for whom and how in the MYRIAD trial?Evidence Based Mental Health, 25(3), 117–124. https://doi.org/10.1136/ebmental-2022-300439
72.
NaradM. E.GarnerA. A.PeughJ. L.TammL.AntoniniT. N.KingeryK. M.SimonJ. O.EpsteinJ. N. (2015). Parent-teacher agreement on ADHD symptoms across development. Psychol Assess, 27(1), 239–248. https://doi.org/10.1037/a0037864
73.
NeffK. (2003a). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223–250. https://doi.org/10.1080/15298860309027
74.
NeffK. (2003b). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032
75.
NeffK. (2016). The self-compassion scale is a valid and theoretically coherent measure of self-compassion. Mindfulness, 7(1), 264–274. https://doi.org/10.1007/s12671-015-0479-3
OlivaF.MalandroneF.di GirolamoG.MirabellaS.ColombiN.CarlettoS.OstacoliL. (2021). The efficacy of mindfulness-based interventions in attention-deficit/hyperactivity disorder beyond core symptoms: A systematic review, meta-analysis, and meta-regression. Journal of Affective Disorders, 292, 475–486. https://doi.org/10.1016/j.jad.2021.05.068
78.
OwensJ. S.GoldfineM. E.EvangelistaN. M.HozaB.KaiserN. M. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clinical Child and Family Psychology Review, 10(4), 335–351. https://doi.org/10.1007/s10567-007-0027-3
79.
PausT.KeshavanM.GieddJ. N. (2008). Why do many psychiatric disorders emerge during adolescence?Nature Reviews Neuroscience, 9(12), 947–957. https://doi.org/10.1038/nrn2513
80.
PaytonJ.WeissbergR. P.DurlakJ. A.DymnickiA. B.TaylorR. D.SchellingerK. B.PachanM. (2008). The Positive impact of social and emotional learning for Kindergarten to Eighth-Grade students: Findings from three scientific reviews. Collaborative for Academic, Social, and Emotional Learning.
81.
PearceZ. R.RajbhandariB.StappA. C.WolffK. E.MillerS. E. (2025). A scoping review of the use of mindfulness-based interventions to improve preschoolers’ executive function. Mindfulness, 16(4), 797–822. https://doi.org/10.1007/s12671-025-02546-3
82.
PhillipsS.MychailyszynM. (2022). The effect of school-based mindfulness interventions on anxious and depressive symptoms: A meta-analysis. School Mental Health, 14(3), 455–469. https://doi.org/10.1007/s12310-021-09492-0
83.
PolanczykG. V.WillcuttE. G.SalumG. A.KielingC.RohdeL. A. (2014). ADHD prevalence estimates across three decades: An updated systematic review and meta-regression analysis. International Journal of Epidemiology, 43(2), 434–442. https://doi.org/10.1093/ije/dyt261
84.
RacineN.McArthurB. A.CookeJ. E.EirichR.ZhuJ.MadiganS. (2021). Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19: A meta-analysis. JAMA Pediatrics, 175(11), 1142–1150. https://doi.org/10.1001/jamapediatrics.2021.2482
85.
RamosM. C.MacpheeF. L.MerrillB. M.AltszulerA. R.RaikerJ. S.GnagyE. M.GreinerA. R.ParentJ.ColesE. K.BurgerL.PelhamW. E. (2022). Mindfulness as an adjunct to behavior modification for elementary-aged children with ADHD. Research on Child and Adolescent Psychopathology, 50(12), 1573–1588. https://doi.org/10.1007/s10802-022-00947-9
RojianiR.SantoyoJ. F.RahrigH.RothH. D.BrittonW. B. (2017). Women benefit more than men in response to college-based meditation training. Frontiers in Psychology, 8, Article 551. https://doi.org/10.3389/fpsyg.2017.00551
88.
SavolainenO.SormunenM.BykachevK.KarppiJ.KumpulainenK.TurunenH. (2021). Finnish professionals’ views of the current mental health services and multiprofessional collaboration in children’s mental health promotion. International Journal of Mental Health, 50(3), 195–217. https://doi.org/10.1080/00207411.2020.1848235
89.
SayalK.PrasadV.DaleyD.FordT.CoghillD. (2018). ADHD in children and young people: Prevalence, care pathways, and service provision. The Lancet Psychiatry, 5(2), 175–186. https://doi.org/10.1016/S2215-0366(17)30167-0
90.
Schonert-ReichlK. A.RoeserR. W. (2016). Handbook of mindfulness in education. In Schonert-ReichlK. A.RoeserR. W. (Eds.), Mindfulness in behavioral health. Springer. https://doi.org/10.1007/978-1-4939-3506-2
91.
Schulte-KörneG. (2016). Mental health problems in a school setting in children and adolescents. Detsches Ärzteblatt International, 113(11), 183–190. https://doi.org/10.3238/arztebl.2016.0183
ShawP.EckstrandK.SharpW.BlumenthalJ.LerchJ. P.GreensteinD.ClasenL.EvansA.GieddJ.RapoportJ. L. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences, 104(49), 19649–19654. https://doi.org/doi:10.1073/pnas.0707741104
94.
SiebelinkN. M.BögelsS. M.SpeckensA. E.DammersJ. T.WolfersT.BuitelaarJ. K.GrevenC. U. (2022). A randomised controlled trial (MindChamp) of a mindfulness-based intervention for children with ADHD and their parents. Journal of Child Psychology and Psychiatry, 63(2), 165–177. https://doi.org/10.1111/jcpp.13430
95.
StrohmaierS.BaileyN. W. (2023). Do not keep calm and carry on: School-based mindfulness programmes should test making mindfulness practice available in the school day. Mindfulness, 14(12), 3086–3097. https://doi.org/10.1007/s12671-023-02249-7
96.
SullivanG. M.FeinnR. (2012). Using effect size-or why the P value is not enough. Journal of Graduate Medical Education, 4(3), 279–282. https://doi.org/10.4300/jgme-d-12-00156.1
97.
TangR.BraverT. S. (2020). Predicting individual preferences in mindfulness techniques using personality traits. Frontiers in Psychology, 11, Article 1163. https://doi.org/10.3389/fpsyg.2020.01163
98.
TeperR.SegalZ. V.InzlichtM. (2013). Inside the mindful mind: How mindfulness enhances emotion regulation through improvements in executive control. Current Directions in Psychological Science, 22(6), 449–454. https://doi.org/10.1177/0963721413495869
99.
TomlinsonE. R.YousafO.VittersøA. D.JonesL. (2018). Dispositional mindfulness and psychological health: A systematic review. Mindfulness, 9(1), 23–43. https://doi.org/10.1007/s12671-017-0762-6
100.
TudorK.MaloneyS.RajaA.BaerR.BlakemoreS.-J.ByfordS.CraneC.DalgleishT.De WildeK.FordT.GreenbergM.HinzeV.LordL.RadleyL.OpaleyeE. S.TaylorL.UkoumunneO. C.VinerR.KuykenW., . . . MYRIAD Team. (2022). Universal mindfulness training in schools for adolescents: A scoping review and conceptual model of moderators, mediators, and implementation factors. Prevention Science, 23(6), 934–953. https://doi.org/10.1007/s11121-022-01361-9
101.
ValeroM.CebollaA.ColomerC. (2022). Mindfulness training for children with ADHD and their parents: A randomized control trial. Journal of Attention Disorders, 26(5), 755–766. https://doi.org/10.1177/10870547211027636
102.
VeketyB.LogemannH. N. A.TakacsZ. K. (2021). The effect of mindfulness-based interventions on inattentive and hyperactive–impulsive behavior in childhood: A meta-analysis. International Journal of Behavioral Development, 45(2), 133–145. https://doi.org/10.1177/0165025420958192
103.
VironeM. L. (2021). The use of mindfulness to improve emotional regulation and impulse control among adolescents with ADHD. Journal of Occupational Therapy, Schools, & Early Intervention, 16, 78–90. https://doi.org/10.1080/19411243.2021.2009081
104.
VolanenS.-M.LassanderM.HankonenN.SantalahtiP.HintsanenM.SimonsenN.RaevuoriA.MullolaS.VahlbergT.ButA. (2016). Healthy Learning Mind-a school-based mindfulness and relaxation program: A study protocol for a cluster randomized controlled trial. BMC Psychology, 4(1), 1–10. https://doi.org/10.1186/s40359-016-0142-3
105.
VolanenS.-M.LassanderM.HankonenN.SantalahtiP.HintsanenM.SimonsenN.RaevuoriA.MullolaS.VahlbergT.ButA. (2020). Healthy learning mind–Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: A cluster-randomised controlled trial. Journal of Affective Disorders, 260(1), 660–669. https://doi.org/10.1016/j.jad.2019.08.087
106.
WangY.ZuoC.XuQ.HaoL.ZhangY. (2021). Attention-deficit/hyperactivity disorder is characterized by a delay in subcortical maturation. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 104, 110044. https://doi.org/10.1016/j.pnpbp.2020.110044
107.
WatsonD.ClarkL. A.TellegenA. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063
ZennerC.Herrnleben-KurzS.WalachH. (2014). Mindfulness-based interventions in schools—A systematic review and meta-analysis. Frontiers in Psychology, 5, Article 603. https://doi.org/10.3389/fpsyg.2014.00603
110.
ZylowskaL.AckermanD. L.YangM. H.FutrellJ. L.HortonN. L.HaleT. S.PatakiC.SmalleyS. L. (2008). Mindfulness meditation training in adults and adolescents with ADHD: A feasibility study. Journal of Attention Disorders, 11(6), 737–746. https://doi.org/10.1177/1087054707308502
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
