TRANSFORMING EDUCATION: A REVIEW OF THE BENEFITS OF INTEGRATING MINDFULNESS AND MEDITATION TECHNIQUES IN SCHOOLS

This review article explores the growing interest in incorporating mindfulness and meditation practices into school settings, examines their potential benefits and effectiveness for students' well-being and academic performance. The article provides an overview of various mindfulness and meditation techniques, their theoretical underpinnings, and psychological mechanisms. With the method of literature review, four phases of designing, conducting, analysing, and structuring as well as writing the outcomes of review were held systematically. The present study found that discussion about the advantages of these practices were visible for students, including improved cognitive functioning, reduced stress and anxiety, enhanced emotional well-being, and better social skills and relationships. The review also addresses the implementation of mindfulness and meditation in schools that focuses on curriculum integration, teacher training, and challenges to implementation. Lastly, it highlights future research directions and recommendations to further understand and optimize these practices for students of different age groups and cultural contexts.


INTRODUCTION
Mindfulness and meditation are practices that have become more popular in recent years, both in personal life and within various settings, including schools. Mindfulness refers to the practice of paying attention to the present moment non-judgmentally and with awareness, while meditation is a broader term that encompasses a variety of techniques aimed at focusing the mind and achieving a state of mental clarity and emotional calmness. These practices have their roots in Eastern contemplative traditions, such as Buddhism, but have been adapted and secularized for modern use (Crescentini et al., 2016;Hao et al., 2022;Park & Pyszczynski, 2019;Patton et al., 2019;Prakhinkit et al., 2014).
As the interest in mindfulness and meditation grows, educators and researchers have started to explore the potential benefits of introducing these practices in schools. This interest stems from the growing body of evidence suggesting that mindfulness and meditation can have positive effects on various aspects of psychological well-being and cognitive functioning. Incorporating these practices into the school environment may offer a way to help students develop essential life skills, cope with stress and anxiety, and improve their overall academic performance (Bazzano et al., 2022;Bonde et al., 2022;Fulambarkar et al., 2023;Li et al., 2021;Moller & Aschersleben, 2020).
The research question of the present paper is: To what extent do mindfulness and meditation practices have potential in schools?
Therefore, the purpose of this review is to provide an overview of the current research on mindfulness and meditation practices in schools, focusing on the potential benefits for students and the challenges of implementing these practices in an educational context. The existing literature on the effects of mindfulness and meditation on students' cognitive functioning, stress reduction, emotional well-being, and social skills were examined. In addition, the practical aspects of implementing these practices in schools, including curriculum integration and teacher training were discussed. Finally, potential future research directions and recommendations for further exploration in this area were identified. The goals are to offer a comprehensive understanding of the potential value of incorporating mindfulness and meditation practices in schools, and to encourage continued research and thoughtful implementation of these practices.

Mindfulness and meditation
Mindfulness is a psychological practice where individuals focus their attention on present moment experiences with a non-judgmental and accepting attitude. Meditation, on the other hand, is a broader term encompassing a range of techniques aimed at training the mind to achieve mental clarity, emotional calmness, and inner peace. While mindfulness is often a component of meditation practices, it is important to note that meditation can also include other techniques, such as concentrative or insight-oriented practices (Mettler et al., 2023;Portele & Jansen, 2023).

Techniques and practices
There are several different types of mindfulness and meditation practices that can be applied in a school setting. Some popular techniques include: firstly, Mindfulness-Based Stress Reduction (MBSR) is a secular, structured program developed by Jon Kabat-Zinn, which combines mindfulness meditation, body awareness, and yoga to help individuals cope with stress and improve overall well-being (Bonde et al., 2022;Lensen et al., 2021;Shahidi et al., 2017;Sibinga et al., 2016;Todd et al., 2019).
Another is Mindfulness-Based Cognitive Therapy (MBCT). It is an adaptation of MBSR, MBCT combines mindfulness practices with elements of cognitive-behavioral therapy to help individuals prevent relapse of depression and manage negative thoughts and emotions (Barnhofer et al., 2023;Stalmeier et al., 2022).
Next, loving-kindness meditation is a practice that focuses on cultivating feelings of love, compassion, and goodwill towards oneself and others, which can enhance emotional well-being and prosocial behavior (Day et al., 2023;Hao et al., 2022;Zeng et al., 2023).
Lastly, body scan meditation is a mindfulness practice in which individuals bring awareness to different parts of their body, helping them develop greater self-awareness and relaxation (Gan et al., 2022;Glim et al., 2022).

Psychological mechanisms
Based on the semi-systematic review, several psychological mechanisms have been proposed to explain the benefits of mindfulness and meditation practices. Some of these mechanisms include: firstly, attention regulation. It is mindfulness and meditation practices that can help individuals develop greater control over their attention, allowing them to be more focused and less easily distracted (Brown et al., 2022;Li et al., 2022;Magalhaes et al., 2022;Wimmer et al., 2020).
Secondly, it is emotional regulation by cultivating a non-judgmental and accepting attitude towards one's emotions, mindfulness and meditation practices can help individuals develop healthier coping strategies and reduce the intensity and duration of negative emotional states (Malboeuf-Hurtubise et al., 2017;Reindl et al., 2020).
Thirdly, it is self-awareness, which is mindfulness and meditation that can promote greater self-awareness and self-understanding, allowing individuals to recognize and manage their thoughts, emotions, and behaviors more effectively (Rossi et al., 2020;Wall, 2005;Wen et al., 2021).
Last not least, cognitive flexibility is through which the practice of observing one's thoughts and emotions without judgment. The mindfulness and meditation can help individuals develop greater cognitive flexibility, enable them to adapt more easily to new situations and perspectives (Lassander et al., 2020;Quach et al., 2020;Wen et al., 2021;Wimmer et al., 2020).
Understanding these theoretical underpinnings and psychological mechanisms can help guide the implementation of mindfulness and meditation practices in schools, ensure that these practices are applied in a way, and maximize their potential benefits for students.

Benefits of mindfulness and meditation for students
There are some benefits of mindfulness and meditation for students, namely improved cognitive functioning, reduced stress and anxiety, enhanced emotional wellbeing, and improved social skills and relationships. All of them are elaborated in the following sub-sections.

Improved cognitive functioning
Mindfulness and meditation practices have been shown to have positive effects on various aspects of cognitive functioning in students (Lassander et al., 2020). Some of these benefits are improved attention and focus. Regular mindfulness and meditation practices can help students develop better attention and focus, making it easier for them to concentrate on their academic tasks and avoid distractions (Brown et al., 2022).
Another benefit is enhanced memory and learning. Some studies have found that mindfulness and meditation practices can enhance memory retention and learning ability, which can help students better understand and remember the material they are studying (Li et al., 2021;Moller & Aschersleben, 2020).

Reduced stress and anxiety
Incorporating mindfulness and meditation practices into the school environment can help students manage stress and anxiety more effectively (Kang & Kim, 2023). Some of the benefits related to stress reduction include lower levels of perceived stress; students who regularly engage in mindfulness and meditation practices may experience lower levels of stress, which can contribute to improved overall well-being and academic performance (Dahal & Pradhan, 2018). Improved coping mechanisms can also be benefited from mindfulness and meditation. Mindfulness and meditation can provide students with tools to better cope with stress and anxiety, allowing them to face challenging situations more effectively and maintain emotional balance (Toomey & Anhalt, 2016).

Enhanced emotional well-being
Mindfulness and meditation practices can also have positive effects on students' emotional well-being (Yun et al., 2020;Zeng et al., 2023). Some of these benefits include greater emotional regulation: Through mindfulness and meditation, students can develop a better understanding of their emotions and learn to regulate them more effectively, which can lead to improved emotional well-being and fewer emotional outbursts (Malboeuf-Hurtubise et al., 2017). They also may lead to increased empathy and compassion. Practices such as loving-kindness meditation can help students cultivate empathy and compassion for themselves and others, which can contribute to improved social skills and a more positive school environment (Day et al., 2023;Schonert-Reichl et al., 2015;Van der Gucht et al., 2018).

Improved social skills and relationships
Introducing mindfulness and meditation practices in schools can also have benefits for students' social skills and relationships (Andreu et al., 2023;Wen et al., 2021). Some of these benefits include better communication and conflict resolution. Mindfulness and meditation can help students develop greater self-awareness and emotional regulation, which can lead to improved communication skills and the ability to resolve conflicts more effectively (Marson et al., 2021;Pinto et al., 2023;Testoni et al., 2020). It may also lead to increased prosocial behavior. Some studies have found that students who engage in mindfulness and meditation practices may exhibit more prosocial behaviors, such as helping and cooperating with others, which can contribute to a more positive school climate and stronger interpersonal relationships (Pinto et al., 2023;Rossi et al., 2020;Saxena et al., 2020).
In summary, mindfulness and meditation practices have the potential to offer a range of benefits for students, including improved cognitive functioning, reduced stress and anxiety, enhanced emotional well-being, and better social skills and relationships. Incorporating these practices into the school environment can help support students' overall well-being and academic success.

RESEARCH METHODOLOGY
With the research design of literature study drawing upon Snyder (2019), semisystematic review was employed to design, conduct, analyse, structure, and finally write the present paper. The studies about mindfulness and meditation at school were collected and considered previous literature studies. Measures were decided in the paper selection in consideration of the quality. Next, data abstraction was carried out, simultaneously reviewing the data analysis techniques of the paper. Lastly, the studies were investigated about the structures of the reviews.
Regarding the method of semi-systematic review, the present study used content analysis and investigated how the studies related to mindfulness and meditation involved reliable and valid research designs in their studies. In other words, the more details the studies elaborate the undertaken research, the more likely it is classified as scientific product of knowledge. The present study upholds such rigorous and rigid stipulation in deciding the relevant studies in the semi-systematic reviews.

Implementation of mindfulness and meditation in schools
The present study has extracted from the literature reviews that there are some major issues where mindfulness and meditation have been enacted in schools. Three major issues are integration with curriculum, the importance of teacher training and professional development, and challenges and barriers that were predominant in their studies to date.

Curriculum integration
Integrating mindfulness and meditation practices into the school curriculum can be done in various ways (Nguyen & Dorjee, 2022). Some possible approaches include standalone courses or programs. Schools can offer separate courses or programs specifically focused on mindfulness and meditation, which can be elective or mandatory for students (Marson et al., 2021). Another is the integration into existing subjects. Mindfulness and meditation practices can also be incorporated into existing subjects, such as health, physical education, or even core academic subjects. For example, teachers can introduce short mindfulness exercises at the beginning of a class to help students focus and prepare for learning (Chick et al., 2022).

Teacher training and professional development
Next, ensuring the successful implementation of mindfulness and meditation practices in schools requires proper teacher training and professional development (Rossi et al., 2020). Some possible approaches for teacher training include pre-service training programs. It can be done through teacher education programs that can integrate mindfulness and meditation training into their curricula, preparing future teachers to effectively introduce these practices in their classrooms (Pinto et al., 2023;Testoni et al., 2020). In addition, it can also be done via in-service workshops and seminars. Schools can provide ongoing professional development opportunities for current teachers, such as workshops and seminars, to help them learn about, implement mindfulness, and practice meditation in their classrooms (Juul et al., 2021;Kuyken et al., 2022).

Challenges and barriers
Third issue, despite the potential benefits of incorporating mindfulness and meditation practices into the school environment, there are several challenges and barriers that need to be considered and addressed. Some of these challenges include time constraints; one of the main challenges is to find the time to incorporate these practices into the already busy school schedule. Schools may need to consider creative ways to integrate these practices without disrupting the flow of the curriculum (Patton et al., 2019;Testoni et al., 2020).
Another challenge is skepticism and resistance from educators, parents, or students. Some educators, parents, or students may be skeptical about the value of mindfulness and meditation practices, or may be resistant to their introduction in the school setting.
Addressing this skepticism and resistance may involve providing clear information about the benefits of these practices and offering opportunities for individuals to experience the practices firsthand (Pinto et al., 2023;Yun et al., 2020).
In conclusion, implementing mindfulness and meditation practices in schools can offer a range of benefits for students, but it requires thoughtful planning and consideration of the challenges and barriers that may arise. By integrating these practices into the curriculum, providing proper teacher training, and addressing skepticism and resistance, schools can maximize the potential benefits of mindfulness and meditation for their students. Mindfulness and meditation practices may need to be adapted to meet the unique needs and characteristics of different age groups and cultural contexts.

Conclusion
Mindfulness and meditation practices have the potential to offer a range of benefits for school students, including improved cognitive functioning, reduced stress and anxiety, enhanced emotional well-being, and better social skills and relationships. However, implementing these practices in schools requires thoughtful consideration of the various challenges and barriers, such as time constraints, skepticism and resistance, and the need for appropriate teacher training and curriculum integration. Sustained research on mindfulness and meditation in schools is essential to deepen our understanding of the most effective ways to implement these practices and maximize their benefits for students. By addressing the research gaps and following the recommendations outlined in this review, we can refine our knowledge through the best approaches to incorporate mindfulness and meditation practices in the school environment.
If implemented effectively, mindfulness and meditation practices have the potential to significantly impact students' well-being and academic success. By helping students develop essential life skills, cope with stress and anxiety, and improve their cognitive and emotional functioning, these practices can support students in reaching their full potential and thriving in their educational journey. To sum up, mindfulness and meditation practices hold promise as valuable tools to support students' well-being and academic success in the school setting. By continuing to explore the most effective ways to implement these practices and addressing the challenges and barriers that may arise, educators and researchers can work together to create more supportive and nurturing learning environments that promote the holistic development of students.

Suggestion
As the interest in mindfulness and meditation practices in schools continues to grow, there is a need for further research to deepen our understanding of the most effective ways to implement these practices and maximize their benefits for students. Many existing studies on mindfulness and meditation in schools have focused on shortterm outcomes. Longitudinal research is needed to examine the long-term effects of these practices on students' cognitive, emotional, and social development, as well as their academic performance. Further research is needed to determine the optimal dosage and frequency of mindfulness and meditation interventions in schools. This may involve exploring different program durations, session lengths, and practice frequencies to identify the most effective approaches for various age groups and settings.
Future research should explore how these practices can be modified to be more accessible and relevant for diverse student populations, while still maintaining their core principles and benefits. There is a wide variety of mindfulness and meditation techniques available, and it is unclear which techniques are most effective for specific populations or outcomes. Comparative studies that examine the effects of different mindfulness and meditation techniques on various aspects of student well-being and academic performance can help to identify the most promising approaches for use in schools.
The effectiveness of mindfulness and meditation interventions in schools may be influenced by various teacher factors, such as their own mindfulness and meditation experience, their attitudes towards these practices, and their ability to model and teach these skills effectively. Future research should investigate the role of these teacher factors in the success of mindfulness and meditation interventions in schools. By addressing these research gaps and following these recommendations, we can further refine our understanding of the most effective ways to implement mindfulness and meditation practices in schools and maximize their potential benefits for students.