There is a growing body of evidence of the impact of mindfulness-based interventions in the workplace gleaned from research using randomized control trials; in their 2015 Report ‘Mindful Nation UK’, the Mindfulness All-Party Parliamentary Group (MAPPG) stated that 'Even brief periods of mindfulness practice can lead to objectively measured higher cognitive skills such as improved reaction times, comprehension scores, working memory functioning and decision-making.'(MAPPG, 2015,p.42)

In their report of October 2016, The Mindfulness Initiative again recognised positive links between mindfulness practice and the workplace, stating 'A recent review of the scientific literature concludes that mindfulness is fundamentally connected to many aspects of workplace functioning, and associates training with improvement in three key areas: Wellbeing, Relationships and Performance' (The Mindfulness Initiative, 2016, p.9)

“While it is not a panacea, it does appear to offer benefit in a wide range of contexts.” (MAPPG, 2015, p.4)

In their 2015 Report ‘Mindful Nation UK’, the Mindfulness All-Party Parliamentary Group (MAPPG) highlight three key policy challenges in education on which they recognise the research evidence for mindfulness has a bearing. These challenges are academic attainment/improved results; concerns for the mental health of young people and the interest in helping students develop skills to cultivate resilience and enhance wellbeing. Early research indicates that learning mindfulness skills may have a positive impact on these areas. The report states that "Mindfulness has much to contribute to this newly emerging agenda" 

(MAPPG, 2015,p.30)


Hassed, C. and Chambers, R. 2014. Mindful Learning. Auckland: Exisle Publishing Pty Ltd
Mindfulness All-Party Parliamentary Group (MAPPG). 2015. Mindful Nation UK. [Accessed 24 November 2016] [Online] Available from:
The Mindfulness Initiative. 2016. Building the Case for Mindfulness in the Workplace. [Accessed 24 November 2016] [Online] Available from:

Mindfulness Theory and Research



The relationship between attention and education is well established. In 1890 the psychologist William James wrote; “The faculty of voluntarily bringing back a wandering attention over and over again, is the very root of judgment, character and will… An education which should improve this faculty would be the education par excellence.” (cited by Hassed and Chambers, 2014, p.5).


Many people spend as much as a third of their lifetime at work, yet research reveals that  on average these times are the least happy of our lives. Work-related stress can account for reduced productivity and increased absenteeism. 

Measures that promote effective working and reduce any negative impact of work on individuals and organisations will be of interest to employees and employers alike.