Does mindfulness meditation at school have any benefits?

La méditation n'aurait pas d'effet sur les risques de dépression, la gestion des émotions et le bien-être auprès des jeunes élèves à l'école et pourrait même avoir des effets délétères chez certains. © WavebreakMediaMicro, Adobe Stock

At school or at work, mindfulness meditation is in vogue for students on the one hand and employees on the other to take care of their mental health. Even if one of the premises of this current is to place the responsibility on the individual rather than on the environment, one can ask, from an integrative perspective, if the practice of mindfulness meditation really allows to reduce the risks of depression, manage emotions better and increase well-being. The answer is “no” according to one of the most robust studies published on the question. You will also be interested
[EN VIDÉO] Meditation at school: an experience covered by the film Happy Meditation promotes attention and empathy, reduces stress and the risk of depression. It would also be good for our mental and physical health. Learning this, more and more schools are introducing meditation into their daily routine. Dive into an excerpt from the movie Happy, in theaters on October 30. The start of the academic year is fast approaching and you may be one of those teachers who integrate mindfulness meditation with the ambition of increasing the well-being of your students or improving the management of their emotions. . Before you begin, have you asked yourself to what extent this practice and its purported benefits have been validated by scientific research, either ecologically (the results in the classroom context) or experimentally ( the results on brain markers in the laboratory). ), mindfulness meditation so far does not live up to its claims. A robust trial with an active control group There are several common problems in studies of the effectiveness of mindfulness meditation. Overall, the study design does not allow the results to be considered statistically robust. In question, the small number of individuals within the samples, drastically limiting the statistical power of the experiment and the passivity of the control group that undermines the comparability of the groups. A large cluster randomized controlled trial conducted in Great Britain “My Resilience “. in Adolescence” (Myriad), published in the Evidence-Based Mental Health section of the British Medical Journal, attempts to address these methodological challenges. It includes a sample of more than 8,300 students from 84 different schools and a control group that receives regular education about mental health and well-being. The results are interpreted within an integrative model that takes into account the influence of environmental variables (country, school). size, gender distribution of the school) and individual variables (age, gender, ethnicity, risk of depression, socio-emotional behaviour, Well-being). By collecting all these data, the researchers found no benefit in the groups that received the meditation lessons, either immediately after the intervention or a year later, even pointing out the risk that, for the youngest among them still no executive functions. mature, or those at higher risk of depression, meditation could have adverse effects. The interpretations of these results are complex, but they are enough to cast doubt on the claims of meditation techniques in the classroom. The neurological argument in the hot seat As a last resort, it could be argued that the effect of the meditation is long-term. unmapping the neurological argument that meditation practice increases brain plasticity and thickens certain areas of the brain. First, this argument makes meditation ineffective as a tool during a school year, given that the aforementioned study lasted a year and found no trace of effectiveness. Second, studies of the effects of meditation on the brain suffer from the same methodological problems as ecological studies: an active control group and a control group that practices meditation on the vast majority of brain structures. Therefore, it seems consistent, given this recent evidence, to be wary of the claims of mindfulness meditation in the school setting, until proven otherwise. Conclusion Mindfulness meditation aims to reduce the risk of depression, learn to better manage emotions and increase well-being; Their claims are not supported by one of the strongest clinical trials on the subject; The neurological argument is no longer valid when the problems of sample size and control group passivity have been resolved; Therefore, it is advised to be suspicious of the claims of mindfulness meditation, until proven otherwise.—SPECIAL OFFER: Subscribe to our media for a period of 3 months and receive the Futura Magician as a gift! *I take advantage of the offer. now *Offer valid for any new 3-month subscription to the “I participate in the life of Futura” offer on Patreon. — Are you interested in what you just read?
#mindfulness #meditation #school #benefits


Please enter your comment!
Please enter your name here