Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4

• Published in: Mindfulness Vol. 14; no. 8; pp. 2026 - 2043
• Main Authors: Limpo, Teresa, Vieira, Ana I., Magalhães, Sofia, Rocha, Renata, Cordeiro, Carolina, Rodrigues, Rui, Coelho, António, Nóbrega, Rui, Jacob, João, Cardoso, Pedro, Pinheiro, Marisa, Castro, São Luís
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.08.2023; Springer Nature B.V
• Subjects: Behavioral Science and Psychology; Child and School Psychology; Cognitive Psychology; Emotional regulation; Emotions; Executive function; Handwriting; Meditation; Mindfulness; Original Paper; Pediatrics; Psychology; Public Health; Social Sciences; Social studies; Students; Writing; Intervention; Children; Achievement; Mindfulness; Moderators
• ISSN: 1868-8527; 1868-8535
• DOI: 10.1007/s12671-023-02189-2

Objectives There is a growing interest in mindfulness-based programs. Yet, research in the area is limited, and little is known about the factors that moderate the effects of these programs. The two-fold aim of this study was (1) to examine the effects of a mindfulness-based program on dispositional mindfulness, inattention and emotional lability, handwriting fluency, spelling accuracy, and composing quality, as well as school achievement; and (2) to evaluate the moderating role of lesson absences, intervention-related knowledge, and social validity. Method Using a quasi-experimental design, 257 fourth graders were assigned to an experimental group receiving a mindfulness-based program ( n  = 130) or an active control group receiving a health-based program ( n  = 127). Both programs were implemented in the classroom for 8 weekly units, which included two 30-min sessions delivered by psychologists, followed by three 5-min sessions delivered by teachers. All children were evaluated before and after the programs. Results Compared to the control condition, the mindfulness-based program resulted in higher levels of internal and external awareness, and decentering and nonreactivity, as well as better composing quality and mathematics grades. Lesson absences, intervention-related knowledge, and social validity did not moderate the effects of the mindfulness-based program. Conclusions These findings support the integration of mindfulness practices in primary school as a means to improve children’s academic-related skills and ability to be mindful.