The Effects of School-based Mindfulness Intervention on Executive Functioning in a Cluster Randomized Controlled...

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neuroscience

Background:

• Executive functions (EFs) are critical for academic success and classroom behavior.
• Previous research suggests mindfulness interventions may enhance EFs, but comparisons with active control groups are less common.

Purpose of the Study:

• To investigate the comparative effects of a 9-week mindfulness intervention versus an active relaxation control program on key executive functions in 6th and 8th-grade students.
• To assess working memory, response inhibition, cognitive processing, cognitive flexibility, and verbal fluency.

Main Methods:

• A cluster randomized controlled trial involving 131 students across four schools.
• Random assignment to either a mindfulness intervention group or a relaxation control group.
• Cognitive assessments administered at baseline, 9 weeks (post-intervention), and 6 months (follow-up).

Main Results:

• Both the mindfulness and relaxation groups demonstrated significant improvements in most executive function measures at 9 weeks and 6 months.
• No statistically significant differences in executive function outcomes were observed between the mindfulness intervention and the active relaxation control group.

Conclusions:

• Both mindfulness and active relaxation programs appear to yield positive outcomes for executive functions in students.
• Further research is warranted, including comparisons with inactive control groups, to fully elucidate the specific benefits of mindfulness for cognitive functioning.