Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study
Adam Koncz1,2,3,4, Ferenc Köteles4, Zsolt Demetrovics2,5
1Doctoral School of Psychology, ELTE Eötvös Loránd University, 1064 Budapest, Hungary.
International Journal of Environmental Research and Public Health
|December 10, 2021
Summary
A brief mindfulness meditation program improved first-grade girls' working memory. This intervention shows potential for enhancing academic performance and school adaptation in children.
Area of Science:
- Child Psychology
- Neuroscience
- Educational Psychology
Background:
- Mindfulness meditation enhances executive functions crucial for academic and social-emotional development in children.
- Meditation may reduce stress and cortisol levels, particularly in children facing stressful transitions like starting school.
Purpose of the Study:
- To investigate the effects of a brief, story-based mindfulness intervention on executive functioning and cortisol levels in first-graders.
- To compare outcomes between children receiving the mindfulness intervention and a control group.
Main Methods:
- A pilot study involving 61 first-graders from Budapest.
- A six-session mindfulness intervention delivered post-school entry.
- Repeated-measures ANOVA used to analyze executive functioning and salivary cortisol data.
Main Results:
- No significant effect on morning salivary cortisol levels was observed.
- Girls in the intervention group showed significant improvements in working memory capacity.
Conclusions:
- A short, story-based mindfulness intervention can enhance working memory in first-graders.
- This approach may support children's academic achievement and school adjustment.
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