Mindfulness-based interventions (MBIs) are growing in popularity, with research concerning their efficacy with youth populations. Following a preliminary analysis of the existing literature, and given the positive effects of such programs, we felt it relevant to assess whether research has considered the implications for MBIs on children and adolescents, with regard to depression, anxiety, and school climate. Objectives: We aim to estimate the effect of MBIs as innovative interventions addressing youths in school settings, with special consideration for anxiety, depression, and school climate outcomes. Method: This review investigates the existing literature in the field of mindfulness, using quasi-experimental and randomized control trial (RCT) models, targeted at youth (5–18 years) in school settings. A search was carried out in four databases—WebofScience, Google Scholar, PubMed, and PsycARTICLES. This resulted in 39 articles, which were sorted based on predetermined inclusion criteria; 12 articles qualified. Results: The results show discrepancies in terms of methodological and implementation variables, types of interventions, instructor trainings, assessment measures, and choice of practices and exercises, which make the effects of existing school MBIs difficult to compare. Consistencies were observed in emotional and behavioral regulation, prosocial behaviors, and reducing stress and anxiety in students. The results of this systematic review also suggest that MBIs could be potential mediators in improving student well-being and environmental factors, such as school and class climates. Specifically, children’s sense of safety and community can be improved by an improved quality of relationships between students, their peers, and teachers. Future research should consider incorporating school climate perspectives, such as implementing whole-school MBI approaches and using replicable and comparable study designs and methods, whilst considering the capacities and limitations of the academic and institutional context.

Anxiety in children and adolescents can manifest itself in many ways. In the social context, some young people are so anxious that they find it impossible to express themselves. Selective mutism then becomes an obstacle to their development. Families, school, and clinics are often at a loss for information about this rare disorder. What are the keys to understanding and therapeutic levers?The multiplicity of these young people's profiles will be illustrated through the clinical vignettes of Melody (3), Jeanne (8) and Sammy (15). Reliable and effective intervention strategies and tools are presented to help children regain their ability to speak.The progress made by children who have already benefited from the help strategies which mainly combine CBT and systemic process-based interventions in individual and/or family formats, reinforces our view that these approaches deserve the interest, support and sound advice of the school.