School‐Based Mindfulness Interventions in Primary Education: A Systematic Review

Mindfulness has been increasingly implemented in educational settings as a strategy to support children's cognitive, emotional, and behavioral development. This PRISMA‐guided systematic review synthesized empirical evidence published between January 2020 and January 2026 on school‐based mindfulness interventions in primary education. Scopus, EBSCO, PubMed, and ERIC databases were systematically searched, and studies involving children aged 6–11 years were screened according to predefined eligibility criteria. Two independent reviewers conducted study selection, full‐text assessment, and data extraction. Seventy studies met the inclusion criteria, including quantitative, qualitative, and mixed‐methods investigations. The findings revealed substantial heterogeneity in intervention approaches, which were grouped into five categories: structured mindfulness curricula, brief classroom practices, hybrid mind–body interventions, specialized or experimental interventions, and teacher‐/system‐level approaches. The most consistent evidence emerged for cognitive and self‐regulatory outcomes, particularly working memory, attention, and executive functioning. Other outcomes showed more variable findings and appeared influenced by methodological and contextual factors. School‐based mindfulness interventions appear promising for supporting cognitive and self‐regulatory development in primary school children, although methodological limitations and intervention heterogeneity warrant cautious interpretation and further high‐quality research.