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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.

Keywords:

Education Externalizing behavior Implementation fidelity Mindfulness Prosocial behavior School-based mindfulness

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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.