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Where Have We Been and Where Are We Going with Mindfulness in Schools?

Mindfulness, 2023-02, Vol.14 (2), p.293-299

Weare, Katherine

2023

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Mindfulness and contemplative approaches in education

Current opinion in psychology, 2019-08, Vol.28, p.321-326

Weare, Katherine

2019

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Mental health promotion and problem prevention in schools: what does the evidence say?

Health promotion international, 2011-12, Vol.26 (suppl_1), p.i29-i69

2011

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Developing mindfulness with children and young people: a review of the evidence and policy context

Journal of children's services, 2013-01, Vol.8 (2), p.141-153

Weare, Katherine

2013

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Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances

Advances in school mental health promotion, 2010-01, Vol.3 (1), p.5-17

Weare, Katherine

2010

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Working with 'Social and Emotional Aspects of Learning' (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment

British educational research journal, 2014-08, Vol.40 (4), p.718-742

2014

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Editorial: Child and adolescent mental health in schools

Child and adolescent mental health, 2015-05, Vol.20 (2), p.e6-e8

Weare, Katherine

2015

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A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being

Mindfulness, 2016-02, Vol.7 (1), p.198-208

2016

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Child and adolescent mental health in schools

Child and adolescent mental health, 2013-09, Vol.18 (3), p.129-130

Weare, Katherine

2013

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With This Landmark Handbook, Mindfulness in Education Comes of AgeWith This Landmark Handbook, Mindfulness in Education Comes of Age

PsycCritiques, 2016-10, Vol.6161 (4444)

2016

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Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study

British journal of psychiatry, 2013-08, Vol.203 (2), p.126-131

2013

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Diet, food and eating and the health promoting school

Health education (Bradford, West Yorkshire, England), 2015-02, Vol.115 (2)

Weare, Katherine

2015

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With this landmark handbook, mindfulness in education comes of age

PsycCritiques, 2016-01, Vol.61 (44), p.No Pagination Specified-No Pagination Specified

Weare, Katherine

2016

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Promoting mental, emotional and social health: A whole school approach. 1. publ

Weare, Katherine

2000

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Delivering Every Child Matters: the central role of social and emotional learning in schools

Education 3-13, 2007-08, Vol.35 (3), p.239-248

Weare, Katherine

2007

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Linking education and mental health - a European priority

Health education (Bradford, West Yorkshire, England), 2007-04, Vol.107 (3), p.245-249

Weare, Katherine

2007

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Identifying Evidence-Based Work on Mental Health Promotion in Schools in Europe: An Interim Report on the DataPrev Project

Advances in school mental health promotion, 2010-01, Vol.3 (2), p.37-45

2010

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Delivering health education: the contribution of social and emotional learning

Health education (Bradford, West Yorkshire, England), 2007-02, Vol.107 (2), p.109-113

Weare, Katherine

2007

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Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study

British journal of psychiatry, 2013, Vol.203 (AOU), p.126-131

2013

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Reducing the Silent Burden of Impaired Mental Health

Journal of health communication, 2011-01, Vol.16 (sup2), p.59-74

2011

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The International Alliance for Child and Adolescent Mental Health and Schools (INTERCAMHS)

Health education (Bradford, West Yorkshire, England), 2004-04, Vol.104 (2), p.65-67

Weare, Katherine

2004

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Child mental health practitioners’ knowledge and experiences of children’s educational needs and services

Clinical child psychology and psychiatry, 2011-07, Vol.16 (3), p.385-405

2011

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What impact is information technology having on our young people's health and well-being?

Health education (Bradford, West Yorkshire, England), 2004-06, Vol.104 (3), p.129-131

Weare, Katherine

2004

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Work on the structure and function of the brain is revolutionizing our understanding of the role of emotion in education

Health education (Bradford, West Yorkshire, England), 2004-01, Vol.104 (1), p.5

Weare, Katherine

2004

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Editorial

Health education (Bradford, West Yorkshire, England), 2003-11, Vol.103 (6), p.317

Weare, Katherine

2003

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Where Have We Been and Where Are We Going with Mindfulness in Schools?

Mindfulness and contemplative approaches in education

Mental health promotion and problem prevention in schools: what does the evidence say?

Developing mindfulness with children and young people: a review of the evidence and policy context

Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances

Working with 'Social and Emotional Aspects of Learning' (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment

Editorial: Child and adolescent mental health in schools

A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being

Child and adolescent mental health in schools

With This Landmark Handbook, Mindfulness in Education Comes of AgeWith This Landmark Handbook, Mindfulness in Education Comes of Age

Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study

Diet, food and eating and the health promoting school

With this landmark handbook, mindfulness in education comes of age

Promoting mental, emotional and social health: A whole school approach. 1. publ

Delivering Every Child Matters: the central role of social and emotional learning in schools

Linking education and mental health - a European priority

Identifying Evidence-Based Work on Mental Health Promotion in Schools in Europe: An Interim Report on the DataPrev Project

Delivering health education: the contribution of social and emotional learning

Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study

Reducing the Silent Burden of Impaired Mental Health

The International Alliance for Child and Adolescent Mental Health and Schools (INTERCAMHS)

Child mental health practitioners’ knowledge and experiences of children’s educational needs and services

What impact is information technology having on our young people's health and well-being?

Work on the structure and function of the brain is revolutionizing our understanding of the role of emotion in education

Editorial

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