학령기 아동을 대상으로 한 마음챙김 중재의 효과: 체계적 문헌고찰 및 메타분석

Purpose: Although previous meta-analyses have examined MBIs in children and adolescents, most combined school-age children and adolescents in a single analysis and provided limited outcome-specific effect estimates. This study systematically reviewed the effects of mindfulness-based interventions (MBIs) exclusively in school-age children aged 6~12 years to provide more precise and age-specific evidence. Methods: Following PRISMA guidelines, five databases (PubMed, CINAHL, PsycINFO, Cochrane Library, and ERIC) were searched from inception to March 2025. Thirty-one randomized controlled trials involving more than 8,800 children were included. Risk of bias (RoB) was assessed using Cochrane RoB 2 tool. Narrative synthesis was conducted, and random-effects meta-analyses were performed for mindfulness skills, anxiety, and depression. Results: MBIs showed generally positive findings for executive function and attention, social-emotional competence, and academic-related outcomes, while findings for emotional-behavioral problems were mixed. Meta-analysis showed a small pooled effect on mindfulness skills (95% confidence interval [CI] 0.00 to 0.99) with high heterogeneity, a small non-significant trend toward anxiety reduction (95% CI −0.28 to 0.02), and a small non-significant effect on depression (95% CI −0.28 to 0.06). Effects tended to be greater in vulnerable children, including those with lower baseline executive function or higher levels of rumination. Studies using active control groups showed limited mindfulness-specific effects. Conclusion: MBIs may support self-regulation and psychological adaptation in school-age children, particularly among vulnerable populations. Future research should use active control conditions, longer follow-up periods, and culturally adapted programs for Korean children.