An Integrative Review on Mindfulness Education in Juvenile Rehabilitation

Abstract

This paper examines the integration of mindfulness education as a rehabilitative tool for juvenile delinquents, addressing the emotional, cognitive, and behavioural factors that contribute to delinquency and recidivism. Juvenile justice systems globally are shifting towards more restorative, educational approaches as traditional punitive models have shown limited success in fostering long-term behavioural change. Mindfulness, with its focus on self-awareness, emotional regulation, and impulse control, has become a potential intervention that can transform the lives of at-risk youth. This paper draws on psychological, educational, and neuroscientific research to highlight how mindfulness practices can reduce aggression, enhance empathy, and promote prosocial behaviour. Additionally, mindfulness has been shown to improve focus and academic performance, contributing to better outcomes in educational programs within juvenile facilities. The paper outlines key theoretical frameworks such as Social-Emotional Learning (SEL) and Cognitive Behavioural Theory (CBT) to demonstrate the efficacy of mindfulness in addressing the root causes of delinquent behaviour. Practical recommendations for designing trauma-informed mindfulness curriculums, training educators and correctional staff, and advocating for policy integration are presented. By fostering collaboration between policymakers, educators, and mental health professionals, mindfulness can become a cornerstone of juvenile rehabilitation, promoting resilience and reducing the likelihood of reoffending.