The Effects of Mindfulness-Based Interventions on Children’s Executive Functions: An Updated Meta-Analysis

Abstract Background Mindfulness-based interventions (MBIs) for children are gaining interest. The evidence base, however, is not clear regarding the benefits. While some authors have challenged whether there are substantial benefits to children and adolescents, previous research found MBIs the most promising intervention avenue to foster children’s executive function (EF) skills—although based on a handful of studies that were available up to 2016. Objectives This meta-analysis updates the evidence on the efficacy of MBIs for EF skills in children (up to 12 years of age). Method A comprehensive search of five electronic databases, including unpublished dissertations and theses, identified 22 studies that met the inclusion criteria for post-test analyses, of which 20 provided data for pre-test to post-test change analyses. Results MBIs showed a significant, small positive effect on children’s EF skills overall ( k = 20, g + = 0.25, SE = 0.09, 95% CI [0.08, 0.41], p = 0.004). However, a significant effect was found only for inhibitory control. A similar effect appeared on cognitive flexibility but only when change from pre- to post-test change was considered, while no effect was found on working memory. Conclusions MBIs seem to benefit children’s inhibitory control and potentially cognitive flexibility to only a small extent, with no effect on other EF skills. Importantly, the effect disappeared when MBIs were compared to active control conditions, raising questions about the practical benefits of applying MBIs in schools. Preregistration International Prospective Register of Systematic Reviews (PROSPERO), Number CRD42024519143 and the Open Science Framework (OSF; osf.io/7db93).