The impact of mindfulness education on elementary school students: evaluation of theMaster Mindprogram

Abstract

Children need to be equipped with the skills to respond effectively to stress and prevent poor decision-making surrounding alcohol and tobacco use. Training and practice in mindfulness is one possible avenue for building children's skills. Recent research has revealed that mindfulness education in the classroom may play a role in enhancing children's self-regulatory abilities. Thus, the goal of the current study was to extend existing research in mindfulness education in classrooms and conduct an assessment of the feasibility and effectiveness of a new mindfulness education, substance abuse prevention program for 4th and 5th grade children (Master Mind). Two elementary schools were randomly assigned to be an intervention group (N = 71) or waitlist control group (N = 40). Students in the intervention group were taught the four-week Master Mind program by their regular classroom teachers. At pre- and post-intervention time points, students completed self-reports of their intentions to use substances and an executive functioning performance task. Teachers rated students on their behavior in the classroom. Findings revealed that students who participated in the Master Mind program, as compared to those in the wait-list control condition, showed significant improvements in executive functioning skills (girls and boys), as well as a marginally significant increase in self-control abilities (boys only). In addition, significant reductions were found in aggression and social problems (girls and boys), as well as anxiety (girls only). No significant differences across groups were found for intentions to use alcohol or tobacco. Teachers implemented the program with fidelity; both teachers and students positively rated the structure and content of the Master Mind program, providing evidence of program satisfaction and feasibility. Although generalization may be limited by the small sample size, the findings suggest that mindfulness education may be beneficial in increasing self-regulatory abilities, which is important for substance abuse prevention.

Evaluation of Yoga for Preventing Adolescent Substance Use Risk Factors in a Middle School Setting: A Preliminary Group-Randomized Controlled Trial

“…As an intervention that focuses on integrating mind- and body-based skills for physical and psychological well-being, yoga may be particularly well suited to prevent substance use. Indeed, school-based yoga interventions have been found to alleviate a number of known substance use risk factors including emotional dysregulation (Daly et al 2015), anxiety (Parker et al 2014), and mood impairment (Felver et al 2015). The primary aim of the present study was to test the efficacy of school-based yoga for reducing substance use risk factors, and possibly curbing substance use itself, during early adolescence.…”

“…Despite these limitations, preliminary research suggests that school-based mind–body interventions may have beneficial effects on several risk factors for adolescent substance use identified in Fig. 1, including improvements in self-regulation (Bergen-Cico et al 2015; Daly et al 2015; Razza et al 2015), mood (Felver et al 2015; Noggle et al 2012), and anxiety (Frank et al 2014; Parker et al 2014). …”

Special issue on yoga and mindfulness interventions in schools

“…The Miller et al study provides an excellent example of the process of involving youth in the development of the intervention, which is consistent with the Deployment Focused Treatment Development Model discussed in Smith et al (2014). Parker, Kupersmidt, Mathis, Scull, and Sims (2014) present the results of a controlled study designed to examine the feasibility and effectiveness of a new mindfulness education, substance abuse prevention program for late elementary school-aged children.…”

Being Present at School

“…Fifteen minutes per day was preferable to a longer session less frequently. 27 Students who practiced mindfulness outside of school derived greater benefits from these programs. 33 Students were reluctant to remove socks, and struggled with reacting to tightfitting clothes (on others), such that programs should allow socks and encourage loose-fitting clothing for body positioning (eg, yoga, breathing) mindfulness components.…”