Publication year
2010
Citation Title
Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth.
Journal Name
Journal of Abnormal Child Psychology
Journal Volume
38
Issue Number
7
Page Numbers
985-994
DOI
10.1007/s10802-010-9418-x
Summary
A 12-week mindfulness and yoga intervention for youth in urban schools was assessed for feasibility and influence on involuntary stress responses, depressive symptoms, and peer relations. The program was feasibile and acceptable to students and teachers, and students who participated in mindfulness had significantly fewer involuntary stress responses than controls.
Key Findings
Students reported acceptability of the program, showing enthusiasm and indicating they felt they had learned useful skills for their day-to-day lives.
Teachers were supportive of using mindfulness techniques and expressed interest in learning more about mindfulness.
Students who participated in the mindfulness group, compared to those in the control group, had significantly fewer involuntary stress responses, including rumination, instrusive thoughts, and emotional arousal.
No differences were found between the mindfulness and control groups on depressive symptoms or relationships with peers or teachers.
Implications for Military Professionals
Help educate teachers and school staff about the potential benefits of mindfulness programs in schools
Examine feasible ways to provide mindfulness programs to military youth, such as offering mindfulness in military schools or after-school programs
Implications for Program Leaders
Provide brief, drop-in mindfulness classes for military children to allow them to try out and explore these techniques
Use reliable and valid instruments to assess the outcomes of mindfulness among military youth who participate in mindfulness
Implications for Policy Makers
Continue to support programs that increase resilience and overall well-being among military children, including mindfulness-based programs
Recommend collaboration with mindfulness or yoga studies near base to offer accessible, affordable mindfulness-based opportunities to military youth
Methods
Students were randomly selected from four Baltimore City public elementary schools to participate.
Students completed measures of responses to stress, moods and emotions, and social support before and after the intervention, and post-intervention focus groups were conducted with participating youth and their teachers.
The feasibility and acceptability of the mindfulness group was assessed, and the associations between the intervention and youth adjustment (e.g., mood, relationships, stress responses) were also examined.
Participants
The total sample included 97 fourth and fifth grade students (61% female) with an average age of 9.83 years.
Participants were either assigned to the mindfulness intervention (n = 51) or control (n = 46) group.
Participants identified as Black (84%), Latino (4%), White (4%), or another race/ethnicity (7%).
Limitations
The relatiely small sample size did not permit tests of moderating or mediating variables.
Differences between schools or classes were not examined, and the grouping of students may have influenced findings.
Students who consented to participation may differ from those who did not (e.g., motivation, organization, parent willingness), which may have influenced outcomes.
Avenues for Future Research
Conduct a similar study with a larger, national sample and other outcome measures in addition to self-report
Explore student factors that may influence how effectively mindfulness interventions reduce stress responses
Examine whether the qualifications of the professional(s) providing a mindfulness intervention influence child outcomes
Focus
Civilian
Target Population
Population Focus
Abstract
Youth in underserved, urban communities are at risk for a range of negative outcomes related to stress, including social-emotional difficulties, behavior problems, and poor academic performance. Mindfulness-based approaches may improve adjustment among chronically stressed and disadvantaged youth by enhancing self-regulatory capacities. This paper reports findings from a pilot randomized controlled trial assessing the feasibility, acceptability, and preliminary outcomes of a school-based mindfulness and yoga intervention. Four urban public schools were randomized to an intervention or wait-list control condition (n?=?97 fourth and fifth graders, 60.8% female). It was hypothesized that the 12-week intervention would reduce involuntary stress responses and improve mental health outcomes and social adjustment. Stress responses, depressive symptoms, and peer relations were assessed at baseline and post-intervention. Findings suggest the intervention was attractive to students, teachers, and school administrators and that it had a positive impact on problematic responses to stress including rumination, intrusive thoughts, and emotional arousal.
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