Abstract of Research Papers on Mindfulness in Schools
A Conscious Control Over Life and My Emotions: Mindfulness Practice and Healthy Young People. A Qualitative Study Participants described their daily lives as beset by frequent experiences of distress sometimes worsened by their unhelpful or destructive reactions. With mindfulness practice, they initially reported greater calm, balance, and control. Subsequently they commented on a clearer understanding of themselves and others. Mindfulness was then described as a “mindset” associated with greater confidence and competence and a lessened risk of future distress.
Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study - Full Article! Rates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up.The findings provide promising evidence of the programme’s acceptability and efficacy.