Adolescence is characterized by neurological reorganization, developments in cognitive and emotional processing, and an increasingly complex social world.

 

This article summarizes research and theory on mindful practices, and evaluates these practices as they relate to the needs and challenges of adolescence.

 

Mindfulness-based programs are also evaluated as interventions for adolescents who are at risk for, or have already developed, maladaptive behaviors.

 

By promoting self-regulatory and socio-cognitive skills, mindfulness practices may enhance adolescents’ agentic control over their own developmental trajectories.

 

While more research is still needed, there is substantial evidence that mindfulness is a flexible and efficacious program with potentially far-reaching implications for promoting adaptive development in adolescence.