Mind–Body Therapies for Children & Adolescents: What the Science Says
Why Mind–Body Approaches Matter
Over the last decade, pediatric clinicians have increasingly incorporated mind–body therapies—such as mindfulness, yoga, biofeedback, guided imagery, and breathing exercises—into routine mental health care. These practices invite young people to notice what is happening inside their bodies, label emotions accurately, and use that information to steady the nervous system. When skillfully integrated with evidence-based psychotherapies (e.g., CBT, DBT) or medication management, mind–body tools give children concrete, “take-home” strategies for:
- calming physiologic arousal
- sharpening attention and working memory
- Improving mood regulation
- cultivating self-compassion and resilience
Bottom line: Mind–body practices expand treatment beyond symptom reduction toward lifelong self-care habits.
What Does the Research Show?
| Target | Intervention | Key findings |
| Anxiety & stress | School-based mindfulness programs and yoga | Small–to-moderate reductions in anxiety, better stress tolerance, and modest gains in quality of life (Dunning et al., 2019; Marshall et al., 2025; Zenner et al., 2014). |
| Depression | Mindfulness-based interventions & yoga | Significant but modest decreases in depressive symptoms; benefits appear stronger when programs last ≥8 weeks (Reangsing et al., 2021; Bazzano et al., 2022). |
| Sleep & somatic complaints | Evening yoga or mindfulness audio practice | Improved sleep onset and fewer somatic complaints (Khalsa et al., 2012; Simkin & Black, 2014). |
| Academic & socio-emotional skills | Classroom mindfulness curricula | Better attention, working memory, emotion regulation, and classroom behavior (Zenner et al., 2014; Sumner et al., 2025). |
Effect sizes tend to be small-to-medium (comparable to other psychosocial programs), and safety profiles are excellent—no serious adverse events have been reported in pediatric RCTs.
Translating Evidence Into Everyday Practice
- Start short & playful. Younger children typically benefit from 3–5 minute “mindful moments,” such as mindful coloring or breathing exercises accompanied by a pinwheel.
- Integrate movement. Yoga sequences that include animal poses, storytelling, or music keep tweens engaged while still delivering physiologic benefits.
- Normalize practice. Frame these skills as brain-body workouts—just like sports or math drills—to boost motivation and reduce stigma.
- Teach caregivers, too—parents who practice alongside their children model regulation and reinforce new habits at home.
- Blend, don’t replace. Mind–body tools are most effective when used in conjunction with gold-standard treatments rather than as substitutes for them in moderate-to-severe disorders.
Mind–Body Seven’s Approach
At Mind Body Seven, every pediatric care plan starts with a thorough diagnostic evaluation and collaborative goal-setting. We then weave age-appropriate mind–body modules into ongoing psychotherapy or medication management.
Our clinicians partner closely with families and school teams to ensure the practices feel relevant, culturally sensitive, and sustainable.
Curious whether mind–body therapies could help your child? [Contact us] to schedule a consultation in our Brooklyn office or via telehealth.
Reference List
Bazzano, A. N., Sun, Y., Chavez-Gray, V., Smith, S., Vance, S., & Khalsa, S. B. S. (2022). Effect of yoga and mindfulness intervention on symptoms of anxiety and depression in young adolescents attending middle school: A pragmatic community-based cluster randomized controlled trial in a racially diverse urban setting. International Journal of Environmental Research and Public Health, 19(19), 12076. https://doi.org/10.3390/ijerph191912076
Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., … Dalgleish, T. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents—A meta-analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244–258. https://doi.org/10.1111/jcpp.12980
Khalsa, S. B. S., Butzer, D., Shorter, S., Reinhardt, K. M., & Cope, S. (2012). Yoga for children and young people’s mental health and well-being: Research review and reflections on the future. Child and Adolescent Mental Health, 17(1), 37–46. https://doi.org/10.1111/j.1475-3588.2011.00643.x
Marshall, T., Farrar, A., Wilson, M., O’Connor, E., & Carter, P. (2025). Mindfulness-based interventions in schools: Assessing the evidence base. Psychiatric Services, 76(1), 49–60. https://doi.org/10.1176/appi.ps.20240027
Reangsing, C., Punsuwun, S., & Schneider, J. K. (2021). Effects of mindfulness interventions on depressive symptoms in adolescents: A meta-analysis. International Journal of Nursing Studies, 115, 103848. https://doi.org/10.1016/j.ijnurstu.2020.103848
Simkin, D. R., & Black, N. B. (2014). Meditation and mindfulness in clinical practice. Child and Adolescent Psychiatric Clinics of North America, 23(3), 487–534. https://doi.org/10.1016/j.chc.2014.03.002
Sumner, A. L., Cartwright, T., Ballieux, H., & Edginton, T. (2025). School-based yoga and mindfulness interventions for young adolescents: A qualitative study in a disadvantaged area. British Journal of Health Psychology, 30(2), e12793. https://doi.org/10.1111/bjhp.12793
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—A systematic review and meta-analysis. Frontiers in Psychology, 5, Article 603. https://doi.org/10.3389/fpsyg.2014.00603
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