Abstract
Neurodevelopmental difficulties in childhood and adolescence, including challenges with attention, executive function, and emotional regulation, are increasingly documented across diverse educational settings. These chal-lenges are frequently linked to atypical maturation or disrupted connectivity within large-scale brain networks. The prefrontal cortex (PFC), anterior cingulate cortex (ACC), amygdala, and insula contribute to cognitive con-trol, salience detection, and emotion regulation. Dysregulation in these systems has been implicated in stress sen-sitivity, emotional dysregulation, and reduced executive functioning. Mindfulness-based interventions (MBIs) are increasingly implemented in educational contexts to support the development of self regulatory capacities. MBIs emphasize the practice of nonjudgmental awareness and attentional focus, which align with the neurode-velopmental needs of children, especially those affected by stress or diagnosed with neurodevelopmental condi-tions. The rationale for this review is grounded in the need to identify neurobiologically plausible, context-sen-sitive interventions that can be feasibly delivered in schools and evaluated through rigorous scientific methods.
Recommended Citation
Mirer, Anna
(2025)
"Mindfulness and Neurodevelopment in Schools: How Mindfulness-Based Interventions Support Self-Regulation and Learning in Youth,"
The Crown: Syracuse Honors Research Journal: Vol. 2, Article 14.
Available at:
https://surface.syr.edu/thecrown/vol2/iss1/14