Classroom Mindfulness Put to the Test with Emma Varvaloucas
Mar 26, 2025
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Emma Varvaloucas, executive director of the Progress Network and mindfulness expert for adolescents, shares her insights on classroom mindfulness in this engaging discussion. She explores how mindfulness can sometimes amplify negative feelings for students and emphasizes the need for mental health support alongside these programs. Varvaloucas also uncovers surprising findings from mindfulness trials in UK schools, revealing mixed impacts on student well-being, and critiques the reliance on non-specialist teachers for instruction.
The Myriad trial revealed that classroom mindfulness programs may lead to negative outcomes for vulnerable students, emphasizing the need for tailored approaches.
Student feedback on mindfulness varied significantly, highlighting the importance of voluntary participation and clear communication in promoting effective practices.
Deep dives
Mindfulness Programs in Education
Mindfulness programs were introduced in classrooms primarily to address mental health issues among children, drawing inspiration from the transcendental meditation movement of the late 1970s. These programs gained traction in the early 2000s, with studies showing positive results for adults, which led researchers to explore their applicability for children, given their rising mental health challenges. However, a significant randomized control trial, Myriad, conducted with 8,000 children in the UK, presented disappointing results, suggesting that such interventions do not yield the expected benefits for students. Critics argue that the traditional application of these programs in classrooms may be unsuitable, especially when conducted by non-specialist teachers, potentially leading to adverse effects rather than improvement.
Unexpected Outcomes of the Myriad Trial
The Myriad trial's findings indicated that not only did the mindfulness program fail to provide significant benefits, but it also resulted in negative outcomes for some students. Specific results showed an increase in hyperactivity and inattention among students who participated in the mindfulness classes, along with heightened reports of emotional symptoms. These outcomes were particularly pronounced in students already at risk for developing mental health issues, raising concerns about the efficacy of applying mindfulness universally in schools without proper context or support. The researchers involved noted that the perceived failure of these programs underscores a critical need to reassess how mindfulness is integrated into educational settings.
Student Responses to Mindfulness Lessons
Student experiences with mindfulness programs were mixed, with half expressing enjoyment and perceived usefulness, while the other half found the lessons unhelpful or even distressing. Many students reported confusion regarding the techniques taught, such as viewing negative thoughts as passing school buses, which led to misunderstandings about managing their emotions effectively. Additionally, some students articulated feelings of being forced into the program, which may have contributed to their resistance and negative perceptions of the practice. This highlights the importance of voluntary participation and clear communication about the purpose and benefits of mindfulness practices in order to foster a positive relationship with such interventions.
Implications for Future Mindfulness Practices
The study's shortcomings reveal a necessity for mindfulness programs to be better tailored to the developmental stages of adolescents, especially concerning their metacognitive abilities. While some experts advocate for incorporating mindfulness into broader social-emotional learning frameworks, the emphasis should be on individualized approaches rather than a one-size-fits-all model. Those involved in mindfulness education suggest the essential integration of mental health support services and offering students a choice to participate to ensure that the practice is beneficial rather than obligatory. Ultimately, reevaluating the implementation of mindfulness in schools could lead to more effective mental health supports for students, ensuring that they are both appropriate and beneficial.
Emma Varvaloucas is the executive director of the Progress Network, a nonprofit media organization that aims to take a constructive approach to solving some of our most intractable problems. In her article in the February issue of Tricycle called “Classroom Mindfulness Put to the Test,” she explores the surprising results of recent research on mindfulness programs for adolescents.
In this episode of Tricycle Talks, Tricycle’s editor-in-chief, James Shaheen, sits down with Varvaloucas to discuss how mindfulness first entered the classroom, whether mindfulness is developmentally appropriate for adolescents, and the importance of pairing mindfulness with broader access to mental health services.
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