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Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools during Periods of High- and Low-Stress

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Title: Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools during Periods of High- and Low-Stress
Language: English
Authors: Emily C. Helminen (ORCID 0000-0002-3884-9603), Xiaoyan Zhang (ORCID 0000-0002-1344-6728), Adam J. Clawson, Melissa L. Morton, Emily L. Cary, Samantha E. Sinegar, Pamela Janack, Joshua C. Felver (ORCID 0000-0002-4847-1667)
Source: ECNU Review of Education. 2025 8(1):209-227.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Stress Management, Metacognition, Adolescents, Intervention, Program Effectiveness, Well Being, High School Students, Urban Schools, Resilience (Psychology)
ISSN: 2096-5311
2632-1742
Abstract: Purpose: Stress is a risk factor for poor educational achievement and health. Mindfulness-based programming (MBP) is a viable technology for reducing stress, and Mindful Stress Buffering theory suggests that the benefits of MBP will be most pronounced during periods of high stress. This research details a replication of the MBP "Learning to BREATHE" in a racially diverse urban public high school during a period of relatively low stress (i.e., absence of high-stakes testing). Design/Approach/Methods: Five classrooms (n = 66) were randomly assigned by classroom to MBP or typical educational programming. Socioemotional attributes were measured pre-post-intervention. Data were contrasted with results from the initial project that occurred during a period of high stress (i.e., the presence of high-stakes testing). Findings: Results indicate a failure to replicate significant intervention effects of MBP on socioemotional attributes. Results indicate that the original Felver et al.'s (2019) sample had higher self-reported stress than the current study's sample. Originality/Value: These findings provide the first empirical data in support of the Mindful Stress Buffering theory among an adolescent sample, and this has implications for clinicians and researchers interested in utilizing MBP to support the wellbeing of student populations during other periods of high contextual stress (e.g., COVID-19 pandemic).
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470691
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Academic Journal
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Items – Name: Title
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  Data: Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools during Periods of High- and Low-Stress
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Emily+C%2E+Helminen%22">Emily C. Helminen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3884-9603">0000-0002-3884-9603</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoyan+Zhang%22">Xiaoyan Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1344-6728">0000-0002-1344-6728</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+J%2E+Clawson%22">Adam J. Clawson</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+L%2E+Morton%22">Melissa L. Morton</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+L%2E+Cary%22">Emily L. Cary</searchLink><br /><searchLink fieldCode="AR" term="%22Samantha+E%2E+Sinegar%22">Samantha E. Sinegar</searchLink><br /><searchLink fieldCode="AR" term="%22Pamela+Janack%22">Pamela Janack</searchLink><br /><searchLink fieldCode="AR" term="%22Joshua+C%2E+Felver%22">Joshua C. Felver</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4847-1667">0000-0002-4847-1667</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22ECNU+Review+of+Education%22"><i>ECNU Review of Education</i></searchLink>. 2025 8(1):209-227.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 19
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2096-5311<br />2632-1742
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Stress is a risk factor for poor educational achievement and health. Mindfulness-based programming (MBP) is a viable technology for reducing stress, and Mindful Stress Buffering theory suggests that the benefits of MBP will be most pronounced during periods of high stress. This research details a replication of the MBP "Learning to BREATHE" in a racially diverse urban public high school during a period of relatively low stress (i.e., absence of high-stakes testing). Design/Approach/Methods: Five classrooms (n = 66) were randomly assigned by classroom to MBP or typical educational programming. Socioemotional attributes were measured pre-post-intervention. Data were contrasted with results from the initial project that occurred during a period of high stress (i.e., the presence of high-stakes testing). Findings: Results indicate a failure to replicate significant intervention effects of MBP on socioemotional attributes. Results indicate that the original Felver et al.'s (2019) sample had higher self-reported stress than the current study's sample. Originality/Value: These findings provide the first empirical data in support of the Mindful Stress Buffering theory among an adolescent sample, and this has implications for clinicians and researchers interested in utilizing MBP to support the wellbeing of student populations during other periods of high contextual stress (e.g., COVID-19 pandemic).
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  Data: As Provided
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  Data: 2025
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  Data: EJ1470691
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1470691
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 209
    Subjects:
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
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      – TitleFull: Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools during Periods of High- and Low-Stress
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              Type: published
              Y: 2025
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              Value: 2096-5311
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              Value: 2632-1742
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