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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

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Showing 1-25 of 36 citing articles:

Beyond All Splits: Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students
Robert W. Roeser, Mark T. Greenberg, Tyralynn Frazier, et al.
Mindfulness (2022) Vol. 14, Iss. 2, pp. 239-254
Open Access | Times Cited: 53
Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors
Kate Tudor, Shannon Maloney, Anam Raja, et al.
Prevention Science (2022) Vol. 23, Iss. 6, pp. 934-953
Open Access | Times Cited: 49
A Conceptual Framework for Whole‐School Implementation of Mindfulness Programs and Practices: Wisdom From the Field
Sebrina L. Doyle Fosco, Deborah L. Schussler, Melia A. Brown, et al.
Psychology in the Schools (2025)
Open Access | Times Cited: 1
Implementation Reporting Recommendations for School-Based Mindfulness Programs
Rebecca N. Baelen, Laura Feagans Gould, Joshua C. Felver, et al.
Mindfulness (2022) Vol. 14, Iss. 2, pp. 255-278
Open Access | Times Cited: 30
Altered States of Consciousness are Prevalent and Insufficiently Supported Clinically: A Population Survey
Malcolm Wright, Julieta Galante, Jessica Sophie Corneille, et al.
Mindfulness (2024) Vol. 15, Iss. 5, pp. 1162-1175
Open Access | Times Cited: 6
Minding the Gap: Attending to Implementation Science and Practice in School-Based Mindfulness Program Research
Patricia A. Jennings
Mindfulness (2023) Vol. 14, Iss. 2, pp. 314-321
Closed Access | Times Cited: 15
Encouraging Advances in the Science on Mindfulness and Compassion in Schools: Current Research, Lingering Questions, and Future Directions
Kimberly A. Schonert‐Reichl
Mindfulness (2023) Vol. 14, Iss. 2, pp. 300-306
Closed Access | Times Cited: 13
The effect of universal school-based mindfulness on anhedonia and emotional distress and its underlying mechanisms: A cluster randomised controlled trial via experience sampling in secondary schools
Liesbeth Bogaert, Katleen Van der Gucht, Peter Kuppens, et al.
Behaviour Research and Therapy (2023) Vol. 169, pp. 104405-104405
Open Access | Times Cited: 13
Together, We SOAR: A curriculum on compassion, community, and human development for K-12 teachers
Blake A. Colaianne, Barbara Terroso, Nichole Heindel, et al.
Social and Emotional Learning Research Practice and Policy (2025), pp. 100078-100078
Open Access
Reimagining Mindfulness Training to Deepen K-12 Teachers’ Social, Emotional, and Cultural Competencies
Lindsay Romano, Blake A. Colaianne, Rebecca N. Baelen
Social and Emotional Learning Research Practice and Policy (2025), pp. 100092-100092
Open Access
Mindfulness for Students in Pre-K to Secondary School Settings: Current Findings, Future Directions
Robert W. Roeser, Deborah L. Schussler, Rebecca N. Baelen, et al.
Mindfulness (2023) Vol. 14, Iss. 2, pp. 233-238
Closed Access | Times Cited: 12
Mindfully Teaching Mindfulness: A Conceptual Framework Based on the Compassionate Schools Project Teacher Experience
Polina P. Mischenko, Deborah L. Schussler, Patricia A. Jennings
Mindfulness (2024) Vol. 15, Iss. 2, pp. 327-344
Closed Access | Times Cited: 4
Integrating Social Emotional Learning, Mindfulness, and Nutrition Education into Curricula to Promote Self-Regulation and Healthy Eating Behaviors among Preschoolers
Rachel A. Razza, Lynn S. Brann
Social and Emotional Learning Research Practice and Policy (2025), pp. 100081-100081
Open Access
The Mindful Way From Information to Knowledge, to Wisdom, and to Life: Perspectives on Mindfulness (-Based Cognitive Therapy) for Higher Education
Marc-Henri Deroche, Willem Kuyken, Teruhisa Uwatoko, et al.
Mindfulness (2025) Vol. 16, Iss. 4, pp. 846-863
Open Access
A Mindful Approach to Students With Gifts and Talents: A Classroom Action Research Study
Dusty Columbia Embury, Michael Embury, Kelly Waterbury, et al.
Gifted Child Today (2025) Vol. 48, Iss. 2, pp. 118-128
Closed Access
Effectiveness of a Mindfulness Program on Academic Achievement and Executive Functions Among Spanish and Italian Students K-12
Ángela Lori, Eva María Padilla-Muñoz, Francisco Javier Cano‐García, et al.
Journal of Research in Childhood Education (2025), pp. 1-18
Closed Access
The Effects of Integrating Mindfulness Exercises into the Elementary Science Curriculum: A Cluster, Randomized, Controlled Trial
Orit Shelach Inbar, Ricardo Tarrasch
Education Sciences (2025) Vol. 15, Iss. 4, pp. 478-478
Open Access
Identifying Core Program Components of Mindfulness-Based Programming for Youth: Delphi Approach Consensus Outcomes
Joshua C. Felver, Emily Cary, Emily C. Helminen, et al.
Mindfulness (2022) Vol. 14, Iss. 2, pp. 279-292
Closed Access | Times Cited: 18
How motivation restricts the scalability of universal school‐based mindfulness interventions for adolescents
Brian M. Galla
Child Development Perspectives (2024) Vol. 18, Iss. 3, pp. 129-136
Open Access | Times Cited: 3
Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial
Catherine Malboeuf‐Hurtubise, Geneviève Taylor, Danika Lambert, et al.
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 1
Optimal Dosage and Session Structure of Mindfulness-Based Programming for Youth Across Developmental Periods: Delphi Approach Outcomes
Joshua C. Felver, Emily C. Helminen, Mary Katherine A. Schutt, et al.
ECNU Review of Education (2024)
Open Access | Times Cited: 1
The Core Curricular Content of School-Based Mindfulness Programs
Deborah L. Schussler, Sebrina L. Doyle Fosco, Kimberly Kohler
School Mental Health (2023) Vol. 16, Iss. 1, pp. 111-122
Closed Access | Times Cited: 3
Adolescents Do Not Benefit from Universal School-based Mindfulness Interventions: A Reanalysis of Dunning et al. (2022)
Brian M. Galla, Aishwarya Karanam, Avital Pelakh, et al.
(2024)
Open Access
Introduction to the Special Section: Inclusiveness, Diversity, and Accessibility of Mindfulness-Based Interventions and Research with Children and Families
Justin Parent, Liliana J. Lengua, Julie Poehlmann
Mindfulness (2024)
Open Access
Effectiveness of a blended school-based mindfulness program for the prevention of co-rumination and internalizing problems in Dutch secondary school girls: a cluster randomized controlled trial
Patricia Vuijk, Kim Bul, J. Marieke Buil, et al.
Trials (2024) Vol. 25, Iss. 1
Open Access
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