Let’s Question Innovation: Research Shows that Mindfulness Programs and Other Innovative Programs in Schools Don’t Work

Photo by Julio Lopez on Unsplash

Gooonnnnngggg. Gooonnnnggg.

The teacher rang a gong at the School Board meeting, explaining to the committee and superintendent that she did this daily to reduce stress in her students and to practice mindfulness. She learned how to gong and practice other mindfulness techniques at a recent professional development conference. Everyone clapped and hoped that this well-meaning teacher and her gong were truly going to make a difference in the lives of kids.

I live in one of those high intensity suburbs, where our teens have toxic mental health issues. Those poor kids are in a high stakes death match over test scores and college admissions. Their social lives and bodies are constantly being judged by their peers on social media. Their time is micromanaged to the nanosecond with the need to pack in homework for five AP classes and a varsity sport. A gong is not going to help them.

Recent research confirms my impression about the shallow pond of mindfulness school programs. Gongs, yoga, mediation minutes and other popular mindfulness techniques that have been implemented in schools across the country have no impact on teen mental health. And it’s not just mindfulness programs that are failing our kids; one recent report showed a high failure rate in other “innovative” programs in schools. These poorly tested programs waste teachers’ time, take away from learning real stuff, and waste billions of dollars every year. Can we stop innovating schools?