Journal of Child and Family Studies

, Volume 27, Issue 8, pp 2632–2642 | Cite as

The Effects of Mindfulness Practice on Attentional Functions Among Primary School Children

  • Ricardo TarraschEmail author
Original Paper


In recent years, many studies have shown the positive impact of mindfulness training on multiple measures of physical and mental well-being in clinical and nonclinical populations. Although it is believed that many of the positive effects of mindfulness training are mediated by its effects on attention, few studies have explored the effectiveness of mindfulness on attention in children. The present study aimed to examine the effects of mindfulness practice on sustained and selective attention in elementary school children. The study included 101 third, fourth and fifth graders. The mindfulness group consisted of 58 fourth grade pupils. Attention assessment included the Computerized Continuous Performance Task and the Conjunctive Visual Search Task, measuring sustained and selective attention, respectively. Measurements were collected before the beginning and after the end of a 10-week mindfulness workshop. The mindfulness workshop was delivered in small groups of 3–4 pupils, allowing personal care. A significant improvement in both attentional tasks was obtained in the experimental group. The impact of effectively improving children’s attention, and specifically reducing impulsivity, and the possibility to do it effectively using mindfulness is discussed. Finally, the limitations of the current study and suggestion for further research are mentioned.


Mindfulness Children Sustained attention Selective attention Impulsivity 


Compliance with Ethical Standards

Conflict of Interest

The author declare that he has no conflict of interest.

Ethical Approval

All procedures performed in the current study were in accordance with the ethical standards of the Tel Aviv University research committee and the chief scientist of the Israeli Ministry of Education.

Informed Consent

Informed consent was obtained from all individual participants’ parents included in the study.


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Authors and Affiliations

  1. 1.Jaime and Joan Constantiner School of Education and Sagol School of NeuroscienceTel Aviv UniversityRamat AvivIsrael

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