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The Effectiveness of a School-Based Mindfulness Training as a Program to Prevent Stress in Elementary School Children

Mindfulness volume 5, pages 238–248 (2014)Cite this article

Abstract

Studies on the effects of mindfulness interventions on mental health and behavioral problems in children show promising results, but are primarily conducted with selected samples of children. The few studies investigating school-based interventions used self-selected samples, provided training outside of the classroom, and did not report longer-term effects. The immediate and longer-term effects of a class-based mindfulness intervention for elementary school children were investigated as a primary prevention program (MindfulKids) to reduce stress and stress-related mental health and behavioral problems. Children (8–12 years) from three elementary schools participated. Classes were randomized to an immediate-intervention group (N = 95) or a waitlist-control group (N = 104), which received the intervention after a waitlist period. Twelve 30-min sessions were delivered in 6 weeks. At baseline, pretest, posttest, and follow-up, variables indicative of stress and metal well-being were assessed with children, variables indicative of mental health problems were assessed with parents, and teachers reported on class climate. Multilevel analysis revealed that there were no significant changes from baseline to pretest. Some primary prevention effects on stress and well-being were found directly after training and some became more apparent at follow-up. Effects on mental health problems also became apparent at follow-up. MindfulKids seems to have a primary preventive effect on stress, well-being, and behavior in schoolchildren, as reported by children and parents. Exploratory analysis revealed that children who ruminate more are affected differently by the intervention than children who ruminate less. It is concluded that mindfulness training can be incorporated in elementary schools at the class level, letting all children benefit from the intervention.

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Acknowledgments

This study was funded by Stichting Fonds voor het Hart, Amsterdam, The Netherlands. We would like to thank Maarten Willem Rijksen and Anne Pranger for their efforts in the collection of data for this study.

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Authors and Affiliations

  1. Research Institute of Child Development and Education, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ, Amsterdam, The Netherlands

    Eva van de Weijer-Bergsma, Frans J. Oort & Susan M. Bögels

  2. Department of Pedagogical and Educational Sciences, Utrecht University, Utrecht, The Netherlands

    Eva van de Weijer-Bergsma

  3. MindfulKids, Amsterdam, The Netherlands

    George Langenberg & Rob Brandsma

Authors
  1. Eva van de Weijer-Bergsma
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  2. George Langenberg
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  3. Rob Brandsma
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  4. Frans J. Oort
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  5. Susan M. Bögels
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Correspondence to Susan M. Bögels.

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van de Weijer-Bergsma, E., Langenberg, G., Brandsma, R. et al. The Effectiveness of a School-Based Mindfulness Training as a Program to Prevent Stress in Elementary School Children. Mindfulness 5, 238–248 (2014). https://doi.org/10.1007/s12671-012-0171-9

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Keywords

  • Mindfulness
  • Attention training
  • Elementary school
  • Children
  • Stress