Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial.

Abstract

The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature—identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed.

The Impact of a Mindfulness-Based Intervention on Happiness: A Reflection on the Relevance of Integrating a Positive Psychology Framework within Mindfulness Research in Youth

“…Our results also support those from past research in adult populations, showing that a mindful state is related to positive variables such as well-being, happiness, positive affect, self-regulation, compassion and autonomy (Brown and Ryan 2003;Friese and Hofmann 2016;Ivtzan et al 2016;Lau et al 2006). Finally, they complement results of Schonert-Reichl et al's (2015) study of elementary school children showing that a MBI increased levels of optimism, emotional regulation and empathy. Mike's involvement in the MBI was significant from the beginning of the sessions, as he showed a marked desire to improve his condition.…”

“…Research on adults has already investigated the link between trait and state mindfulness and positive variables, such as well-being (Brown and Ryan 2003;Choi et al 2012;Jennings et al 2013). However, to our knowledge, only two studies investigated the association between mindfulness and positive variables such as optimism, altruism and prosocial behavior in youth (Flook et al 2015;Schonert-Reichl et al 2015) and none has linked mindfulness to happiness.…”

“…Results were maintained at follow-up. Finally, a randomized controlled trial conducted with elementary school students showed a positive impact of a MBI on empathy, perspective taking, emotion regulation skills, optimism and depressive symptoms, when compared to children in an active control group (Schonert-Reichl et al 2015). However, to date, no published article has evaluated the impact of a MBI on positive variables in children and adolescents with mental health disorders.…”

“…Preliminary evidence suggests that MBIs hold their promises in alleviating anxiety and depression while fostering better resilience to stress in youth (Taylor and MalboeufHurtubise 2016;Zenner et al 2013). Specifically, past research has indicated that MBIs have a significant impact on behavioral problems, sustained attention in the classroom and emotional regulation skills in school settings (Black and Fernando 2013;Black et al 2009;Felver et al 2013;Flook et al 2015;Schonert-Reichl and Lawlor 2010;Schonert-Reichl et al 2015;Wisner 2014).…”

Theoretically-Based Emotion Regulation Strategies Using a Mobile App and Wearable Sensor Among Homeless Adolescent Mothers: Acceptability and Feasibility Study (Preprint)

“…Mindfulness meditation involves training to increase mindful awareness of moment-by-moment experiences in a non-judgmental, accepting manner [33]. The cultivation of mindfulness has been demonstrated to increase cognitive and emotion regulatory skills among adolescents, most notably, attention regulation and inhibitory control [34,35], and decrease negative emotionality [36,37]. Moreover, strategies to increase mindfulness in parenting have been found to increase parents' emotional awareness and self-regulation in parent-child interactions, reduce automatic, negative reactions toward children and increase parental sensitivity [38,39].…”