It was meant to inspire students to achieve more, simply with the power of positive thinking. Instead, mindfulness in schools has no impact on behaviour or academic attainment and may even be harmful to pupils, a review of research suggests.
The practice, which encourages pupils to live in the moment, first caught on in independent schools then swept across the state sector. Children as young as five are taught to find peace and happiness and supporters claim that it lowers stress and improves performance.
An analysis of dozens of studies indicates that schools may be wasting their time, however. The report published by the Campbell Collaboration, an international group that assesses evidence for social policies, acknowledged that mindfulness-based interventions could have a small positive effect.
