How motivation restricts the scalability of universal school‐based mindfulness interventions for adolescents

Abstract

AbstractIn this article, I argue that the scalability and effectiveness of universal school‐based mindfulness interventions for adolescents will always be limited by the high motivational commitment required to meditate. Mindfulness interventions rely on a single and demanding health behavior—namely, meditation—to cultivate mindfulness skills. But unlike traditional mindfulness interventions delivered in clinics to self‐selected adults who are motivated to manage personal problems through meditation, universal school‐based mindfulness interventions are delivered to all adolescents regardless of their desire to meditate. I review evidence from multiple randomized controlled trials of universal school‐based mindfulness interventions to show that adolescents consistently report low levels of engagement in meditation and that many interventions have failed to improve adolescents' mental health. I propose that universal mindfulness interventions eliminate meditation entirely and focus on instilling contemplative viewpoints conducive to flourishing, and that the skill of mindfulness is taught only to adolescents who want to meditate.