Preferred Name
Lisandra Artiles Suarez
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
ORCID
https://orcid.org/0009-0008-2005-4926
Date of Graduation
8-2025
Semester of Graduation
Summer
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
First Advisor
Dr. Tammy Gilligan
Second Advisor
Dr. Tiffany Hornsby
Third Advisor
Dr. Michele Kielty
Abstract
Mindfulness-based interventions (MBIs) have gained attention as promising tools for improving student well-being, yet their effectiveness and cultural relevance for Hispanic/Latinx immigrant youth remain underexamined. This Systematized Review evaluates the current literature on school-based MBIs targeting this population, with a focus on their cultural considerations, efficacy, and participant acceptability. Using PRISMA guidelines, studies were identified across research databases and Google Scholar. Inclusion criteria required that interventions involve mindfulness practices, take place in school settings, and include Hispanic/Latinx immigrant youth. Findings from the limited number of eligible studies suggest that mindfulness-based interventions may reduce symptoms of anxiety, depression, and trauma while improving emotional regulation and self-awareness; however, the extent and specificity of cultural adaptations varied, and nativity-specific outcomes were not examined. Gaps in immigration-specific data and methodological variation, as well as limited deconstructing of participant demographics further limit the generalizability of findings. Implications for school psychologists are also discussed.
