Abstract: During the past three decades, mindfulness has been applied beyond many clinical fields, such as elderly care, workplace, schools and other settings, among which school is a particularly important field. Nowadays, an increasing attention has been paid by educators and advanced clinical practitioners to school-based mindfulness intervention. This review focuses on mindfulness in school setting for students and teachers, summarizing the main roles of school mindfulness. Previous studies documented that school-based mindfulness intervention can be used as an assistant to treat physical disease, such as chronic pain, high blood pressure, difficulty sleeping, and low quality sleep. Moreover, it also has salutary treatment effects on attention deficit hyperactivity disorder (ADHD), depression, depression relapse and other mental illness. Mindfulness-based intervention was developed specifically to decrease bullying, alcohol addition, substance abuse and other disorder behaviors. School-based interventions target at students’ readiness which is a critical ingredient of students’ academic performance and personal competence in order to meet academic benchmarks or employment tasks. As it known to all, teaching is a tough work, since this stressful profession involves students’ demands, emotion management, and work overload. Many researches focused on understanding educators stress and consequence, and few professional development approaches has been tested to improve educators’ stress management and wellbeing. Increasing evidences suggest mindfulness may be an effective method for promoting stress management and wellbeing of educators. According to research reviewed in this work, there are several specific recommendations for future research to address the notable limitations. Firstly, the concept of mindfulness is still unclearly. There have been controversies leading to the emergence of different scales of mindfulness, which has triggered a series of issues related to factors structure and validities. Secondly, although there were some studies on mechanisms of mindfulness, few researches has further explored the mechanism of school intervention based on previous empirical studies. Lastly, future research should further explore the localization of the theoretical system of mindfulness and to establish an appropriate school-based mindfulness intervention for Chinese school setting.

Key words: school-based mindfulness intervention, assessment, theoretical mechanism, application, non-medical health intervention, positive education, school social work

摘要： “学校正念干预”(School-Based Mindfulness Intervention)是将正念理论及技术应用到教育领域而形成的非医疗健康干预新策略。一方面，学校正念干预能有效帮助学生改善身心行为问题,提高认知能力；另一方面，它能够增强教师压力管理能力和幸福感。总的来说，学校正念干预是以“大健康”为目标、以“非评判接纳”为视角、以校园为干预情境、以传统学校项目为基础的校园非医疗健康干预，是学校心理健康工作者、学校专业社工可采取的策略。未来研究应注重其成效评估和测量、理论机制及应用问题的研究。

关键词: 学校正念干预 评估 非医疗健康干预 积极教育 学校社会工作