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Assessing Fidelity of Implementation (FOI) for School-Based Mindfulness and Yoga Interventions: A Systematic Review

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Abstract

As school-based mindfulness and yoga programs gain popularity, the systematic study of fidelity of program implementation (FOI) is critical to provide a more robust understanding of the core components of mindfulness and yoga interventions, their potential to improve specified teacher and student outcomes, and our ability to implement these programs consistently and effectively. This paper reviews the current state of the science with respect to inclusion and reporting of FOI in peer-reviewed studies examining the effects of school-based mindfulness and/or yoga programs targeting students and/or teachers implemented in grades kindergarten through twelve (K-12) in North America. Electronic searches in PsychInfo and Web of Science from their inception through May 2014, in addition to hand searches of relevant review articles, identified 312 publications, 48 of which met inclusion criteria. Findings indicated a relative paucity of rigorous FOI. Fewer than 10 % of studies outlined potential core program components or referenced a formal theory of action, and fewer than 20 % assessed any aspect of FOI beyond participant dosage. The emerging nature of the evidence base provides a critical window of opportunity to grapple with key issues relevant to FOI of mindfulness-based and yoga programs, including identifying essential elements of these programs that should be faithfully implemented and how we might develop rigorous measures to accurately capture them. Consideration of these questions and suggested next steps are intended to help advance the emerging field of school-based mindfulness and yoga interventions.

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Acknowledgments

This project was supported by and made possible through  a grant from the National Institute on Drug Abuse (R34DA029237). We would like to thank Tony Garofano for his gracious help with graphics and layout.

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Authors and Affiliations

  1. Minds Incorporated, 47 Girard St., NE, Washington, DC, 20002, USA

    Laura Feagans Gould

  2. College of Education, Criminal Justice, and Human Services and Evaluation Services Center, University of Cincinnati, Cincinnati, OH, USA

    Jacinda K. Dariotis

  3. Prevention Research Center, Pennsylvania State University, State College, PA, USA

    Mark T. Greenberg

  4. Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA

    Tamar Mendelson

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  1. Laura Feagans Gould
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  2. Jacinda K. Dariotis
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  3. Mark T. Greenberg
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  4. Tamar Mendelson
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Correspondence to Laura Feagans Gould.

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Table 2 List of programs and studies reviewed and select categories of data extracted
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Feagans Gould, L., Dariotis, J.K., Greenberg, M.T. et al. Assessing Fidelity of Implementation (FOI) for School-Based Mindfulness and Yoga Interventions: A Systematic Review. Mindfulness 7, 5–33 (2016). https://doi.org/10.1007/s12671-015-0395-6

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