Mindfulness “in” Education as a Form of Iatrogenesis

Abstract

Mindfulness-based interventions (MBIs) can result in positive “side effects,” such as concentration and individual well-being, highly desirable to schools operating within a neoliberalist agenda emphasizing performativity. However, employing a critical literature review, we argue that adverse side effects also occur, though under-researched. We engage critical and systems theories, within a broader complexity paradigm, to show how MBIs manifest as a form of “iatrogenesis,” whereby a “sleight of hand” occurs, offsetting systemic fallibility as individual culpability. Iatrogenesis provides both “cancer” and “cure,” the source of much stress and the means to cope, leaving systems under-critiqued whilst the individual is expected to adjust to this logic. Guised like this, MBIs may do more harm than good, obfuscating deeper transformation of self and society. We conclude by uniting with those who argue the need to embrace more authentic and holistic versions of mindfulness for individual and social transformation to occur.