Papers by Matthew Furnell
Mindfulness, Mar 1, 2024
Objectives The objective of this evaluative systematic review was to analyse the impact of mindfu... more Objectives The objective of this evaluative systematic review was to analyse the impact of mindfulness-based interventions (MBIs) that incorporate Buddhist wisdom practices on prosocial behaviour, and provide insights into their underlying mechanism, potential benefits, and applications. Method A systematic literature search was conducted using three electronic databases up until 1 December 2023. Data on the participants in the MBIs, the structure, and how Buddhist teachings were integrated were collected. The impact on prosocial behaviour was analysed, along with evaluating overall study quality and the validity of the measures used for assessing changes in prosocial behaviour. Results Collectively, the 12 eligible studies (n = 2185) suggest that incorporating the Buddhist wisdom practices of contemplating interdependence, emptiness, and perspective-taking on self and others may enhance prosocial behaviour through various mechanisms, such as (i) developing a sense of interdependence and common humanity, (ii) fostering the altruistic desire to help others, and (iii) experiencing a state of oneness. However, concerns were raised about the overuse and reliability of self-report measures for accurately assessing prosocial behaviour, as well as in respect of discerning the effectiveness of different meditation practices that are integrated into MBIs. Conclusions Overall, the findings of this systematic literature review reinforce the perspective that wisdom-based meditation practices contribute to prosocial behaviour. However, to enhance the understanding of the underlying causes of prosocial behaviour, future studies should isolate the effects of different meditation practices incorporated within MBIs. Furthermore, it is strongly recommended that future studies assessing the impact of MBIs on prosocial behaviour employ a range of diverse measures, such as self-reported psychometric scales in combination with real-world morally relevant scenarios. Preregistration PROSPERO: Registration No. CRD42023426411.
Restorative justice is an ever growing philosophy which is causing a paradigm shift in the way so... more Restorative justice is an ever growing philosophy which is causing a paradigm shift in the way society understands and responds to crime, punishment and victimization. The State of Vermont has become a pioneer and an example of how to implement restorative practices into the official criminal justice system, developing an alternative process to traditional punitive approaches. However, it is now more important than ever to ensure that there is not a false sense of success or a level of complacency in the further development of restorative practices. It is time to critically analyse the current restorative process and explore the difficult question of whether these practices are doing enough to address the power imbalances caused by systems of privilege and oppression. This study conducts an Oppression Theory based analysis of the restorative practices taking place at a Vermont Community Justice Center and a Vermont High School. The analysis breaks down the impacts of systems of priv...
In R.M Rabie (Eds), Mindfulness and Social-Emotional Learning (SEL) in Education: Cultivating Resilient and Compassionate Learners. ISBN 978-91-41001-67-1, 2025
Mindfulness practices in education have traditionally been used as tools
for stress reduction du... more Mindfulness practices in education have traditionally been used as tools
for stress reduction during high-pressure moments, such as exams, or as
strategies to improve focus and academic performance. However, their
potential to foster a deeper sense of belonging among students—a
critical factor for well-being and engagement—remains underexplored.
This chapter examines the transformative role of mindfulness in
cultivating social-emotional connections within classroom and school
settings. By shifting the emphasis from individual achievement to
collective well-being, we assert that mindfulness can nurture empathy,
compassion, and a sense of shared humanity among students. These
qualities are essential for creating inclusive, supportive learning
environments where students feel valued and connected. More
specifically, drawing on research of mindfulness, social-emotional
learning (SEL), and educational psychology, this chapter explores how
mindfulness practices can be integrated into school curricula not only
to relieve stress or enhance academic outcomes but also to educate and
nourish the student’s whole being. We also offer practical strategies for
educators to adapt mindfulness-based interventions to promote
interdependence while addressing concerns about incorporating
Buddhist wisdom-based practices in schools. Ultimately, this chapter
argues that mindfulness, when applied with a focus on community and
relationships, can transform educational spaces into nurturing
environments that support both academic success and holistic wellbeing.
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Papers by Matthew Furnell
for stress reduction during high-pressure moments, such as exams, or as
strategies to improve focus and academic performance. However, their
potential to foster a deeper sense of belonging among students—a
critical factor for well-being and engagement—remains underexplored.
This chapter examines the transformative role of mindfulness in
cultivating social-emotional connections within classroom and school
settings. By shifting the emphasis from individual achievement to
collective well-being, we assert that mindfulness can nurture empathy,
compassion, and a sense of shared humanity among students. These
qualities are essential for creating inclusive, supportive learning
environments where students feel valued and connected. More
specifically, drawing on research of mindfulness, social-emotional
learning (SEL), and educational psychology, this chapter explores how
mindfulness practices can be integrated into school curricula not only
to relieve stress or enhance academic outcomes but also to educate and
nourish the student’s whole being. We also offer practical strategies for
educators to adapt mindfulness-based interventions to promote
interdependence while addressing concerns about incorporating
Buddhist wisdom-based practices in schools. Ultimately, this chapter
argues that mindfulness, when applied with a focus on community and
relationships, can transform educational spaces into nurturing
environments that support both academic success and holistic wellbeing.