In my research, I examine the applicability and impact of mindfulness-based interventions in typically developing and atypically developing (e.g., attention deficit) children. During the projects, we pay special attention to the age-appropriate adaptation of the programs and their applicability in educational institutions, while measuring the impact of the programs on children's self-regulatory abilities (eg attention, executive functions, behavior and emotion regulation).

Behavioral management problems such as impulsivity, inattention, or aggression are often seen among children in both educational and clinical practice (Koch, 2016; Närhi et al., 2017; Schonert-Reichl & Lawlor, 2010). According to a 2012 survey of U.S. primary sources, teachers reported an increase in the number of behavioral problems in school (Scholastic and the Bill & Melinda Gates Foundation, 2012). It is important to note, however, that this survey merely reflects teachers ’subjective perceptions for a relatively short period of time, and objective data on behavioral problems have not been examined in any research dating back years. The purpose of the present research is to scientifically further examine the often uttered phrase, “Kids these days!”, by subjecting data from the recent decades of the famous Child Behavior Checklist (CBCL) by Achenbach and Edelbrock (1983). Using the method of meta-analysis, conclusions can be formulated about whether the proportion of different types of behavioral problems has typically decreased, increased, or stagnated among typically developing children over the past roughly 40 years.