We’re Missing the Social Dimension in Adolescent Mindfulness Programs: A Student-Driven Perspective and Call to Action

Abstract School-based mindfulness programs (SBMPs) are widely used to support student well-being, yet questions remain about their impact and developmental relevance for adolescents. Most critiques of adolescent SBMPs have focused on implementation challenges. Here, we expand the discussion to include a critique of the curriculum itself, arguing that adolescent SBMPs largely overlook the developmental need for relatedness and social connection. We begin by tracing the individualistic roots of SBMPs and then call for a shift in the curriculum toward a more relational focus. Drawing on conversations with US high school students, we identify three considerations for guiding this approach: (1) the need to acknowledge the pressures to conform to US “hustle culture,” (2) the influence of socialized gender norms on adolescent engagement in contemplative practice, and (3) the potential for mindfulness and compassion to support psychosocial identity development. We conclude by offering specific recommendations for practitioners and researchers on how to enact a developmental-relational view within adolescent SBMPs.