Effects of a School-Based Mindfulness Program for Young Children
Mark J Sciutto1, Denise A Veres2, Tovia L Marinstein1
1Department of Psychology, Muhlenberg College, Allentown, PA 18104 USA.
Journal of Child and Family Studies
|April 20, 2021
Summary
This study found that an 8-week school-based mindfulness program improved young children's behavior. Higher engagement from students and teachers correlated with better outcomes in externalizing and prosocial behaviors.
Area of Science:
- Educational Psychology
- Child Development
- Behavioral Science
Background:
- Mindfulness practices align with educational goals, making schools ideal settings for implementation.
- School-based mindfulness programs offer a promising avenue for supporting children's socio-emotional development.
Purpose of the Study:
- To investigate the effects of an 8-week school-based mindfulness program on young children's behavior.
- To examine variations in program outcomes based on child demographics and classroom engagement.
Main Methods:
- A quasi-experimental, delayed-intervention control group design was employed.
- The study involved 8 classrooms (Kindergarten through 2nd grade) with 16 sessions over 8 weeks.
- Teacher ratings were used to assess changes in externalizing and prosocial behaviors.
Main Results:
- The mindfulness program significantly improved teacher-rated externalizing and prosocial behaviors.
- Outcomes did not differ by child sex or race/ethnicity but varied by grade level.
- Higher teacher and student engagement appeared associated with more positive outcomes.
Conclusions:
- School-based mindfulness programs show positive effects on young children's behavior.
- Further research is needed to understand the impact of engagement on program effectiveness.
- Engagement levels during and outside the program warrant deeper investigation.
Keywords:
EducationExternalizing behaviorImplementation fidelityMindfulnessProsocial behaviorSchool-based mindfulnessMore Related Videos
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