Mindfulness Interventions in Low-Income Schools: A Scoping Review of Implementation Barriers and Facilitators

Abstract Objectives While school-based mindfulness programs (SBMP) have been shown to improve youth mental and behavioral health, their implementation in low-income schools remains poorly understood. This scoping review aimed to synthesize existing evidence on the barriers and facilitators to SBMP implementation in PreK-12, low-income schools in the United States, applying the Consolidated Framework for Implementation Research (CFIR) to map extracted evidence and identify actionable strategies for SBMP research and practice. Method The searches were conducted in PsycINFO, ERIC, PubMed, and Web of Science. Study characteristics were summarized and qualitative data on implementation barriers and facilitators were extracted and analyzed using the CFIR. Results Seven articles met the inclusion criteria and were included in the qualitative synthesis. A total of 53 implementation factors were mapped onto the CFIR, with 34 (64%) identified as facilitators and 19 (36%) as barriers. All studies discussed implementation factors related to the inner setting, such as classroom noise and peer pressure. Most ( n = 5, 71%) identified factors related to innovation characteristics, individual characteristics, and the implementation process. Only two studies (n = 2, 29%) reported outer setting factors, such as collaboration with community organizations to support implementation. Conclusions Findings highlight the complexity of implementing SBMPs in low-income settings, emphasizing the need for researchers and schools to assess potential barriers and facilitators across different CFIR domains and to integrate these considerations into implementation planning for SBMPs. Implications for mindfulness research in low-income school settings are discussed. Preregistration This study was not preregistered.