Listen to the Children: Elementary School Students' Perspectives on a Mindfulness Intervention

• Published in: Journal of child and family studies Vol. 31; no. 8; pp. 2108 - 2120
• Main Authors: D’Alessandro, Andrea M., Butterfield, Kaitlyn M., Hanceroglu, Lerna, Roberts, Kim P.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.08.2022; Springer Nature B.V
• Subjects: Behavioral Science and Psychology; Child and School Psychology; Children; Classroom behaviour; Classrooms; Cognition & reasoning; Cognitive skills; Cognitive-behavioral factors; Content analysis; Educational research; Elementary school students; Elementary schools; Flexibility; Focus groups; Intervention; Learner Engagement; Mindfulness; Original Paper; Perceptions; Psychology; Social Sciences; Social services delivery; Sociology; Student participation; Student teacher relationship; Students; Teachers; Thinking Skills; Classroom-based mindfulness intervention; Mindfulness; Student perspectives; Semi-structured interviews; Self-regulation
• ISSN: 1062-1024; 1573-2843
• DOI: 10.1007/s10826-022-02292-3

In recent years, mindfulness-based practices in grade schools have been associated with students’ improved cognitive skills and general classroom behavior. In the majority of studies, however, only teacher and parent feedback are elicited, omitting a considerably significant voice – that of the students. Our study aims to fill this gap by exploring student opinions and perceptions regarding the implementation of a classroom-based mindfulness program. Elementary school students ( N  = 51) took part in teacher-facilitated mindfulness activities which were incorporated into their daily classroom routines. Over the course of the 8-week intervention period, students participated in focus groups about their perceptions of the program. Through qualitative content analysis, two major findings emerged from the focus group data: student opinions about the mindfulness program varied substantially and the mindfulness activities were not always liked and enjoyed. Critically, if students do not enjoy classroom-based mindfulness programs, they may be less motivated to engage in mindful activities and in turn may not experience the benefits that mindfulness has to offer. To maximize student engagement with mindfulness while addressing their concerns, the following recommendations are made: A balance between the entertaining and educational aspects of the program, flexible program delivery, and encouraging students to pursue mindful living outside of the classroom. This research is important to educational and clinical practitioners as student insight will benefit the development and modification of classroom-based mindfulness programs to ensure that students are better able to engage with and benefit from these programs. Highlights This study investigated 6th-and-8th-grade students’ experience with an 8-week classroom-based mindfulness program. Focus groups were held to gain a comprehensive understanding of children’s perspectives on the mindfulness program. Qualitative content analysis of the focus group data revealed key themes from the children’s narratives. Students opinions varied and the mindfulness activities were not always enjoyed. Balance, flexibility, and encouragement are recommended to maximize student engagement with mindfulness activities.