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"Let's keep calm and breathe"—A mindfulness meditation program in school and its effects on children's behavior and emotional awareness: An Australian pilot study.

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Title: "Let's keep calm and breathe"—A mindfulness meditation program in school and its effects on children's behavior and emotional awareness: An Australian pilot study.
Authors: Stapleton, Peta (AUTHOR), Dispenza, Joseph (AUTHOR), Douglas, Angela (AUTHOR), Dao, Van (AUTHOR), Kewin, Sarah (AUTHOR), Le Sech, Kyra (AUTHOR), Vasudevan, Anitha (AUTHOR)
Source: Psychology in the Schools. Sep2024, Vol. 61 Issue 9, p3679-3698. 20p.
Subjects: Young adults, Child behavior, Meditation, Mindfulness, Primary schools, Happiness
Abstract: This study aimed to understand how mindfulness meditation affects young people by examining its impact on self‐regulation, happiness, emotional awareness, and school performance among two groups of school children. A 10‐week mindfulness program was conducted by a meditation expert for 552 children aged 4–8 (Group 1) and 287 children aged 9–11 (Group 2). Results for the 4–8 years group (Group 1) showed meditation predicted an increase in happiness (R2 =.003, p <.001) and self‐reported school performance (R2 =.005, p <.001) and a decrease in emotional (R2 =.017, p <.001) and behavioral difficulties (R2 =.009, p <.001); however, the effect sizes were small. In the 9–11 years group (Group 2), meditation predicted an increase in emotional awareness (R2 =.02, p <.001), and a decrease in emotional (R2 =.014, p <.001) and behavioral difficulties (R2 =.009, p <.001) as measured by scores from baseline to postintervention. For Group 2, there was no significant change in happiness over the 10 weeks. The findings support incorporating mindfulness meditation in schools, noting significant enhancements in self‐regulation with just 5 min of daily practice. Practitioner Points: Daily meditation of just 5 min for 4–8‐year‐olds predicted an increase in happiness, self‐reported school performance, and a decrease in emotional and behavioral difficulties.Daily meditation of just 5 min in 9–11‐year‐olds predicted an increase in emotional awareness, and a decrease in emotional and behavioral difficulties, but no change in happiness.Daily meditation of just 5 min over 10 weeks enhanced self‐regulation in primary school children. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: &quot;Let&#39;s keep calm and breathe&quot;—A mindfulness meditation program in school and its effects on children&#39;s behavior and emotional awareness: An Australian pilot study.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Stapleton%2C+Peta%22&quot;&gt;Stapleton, Peta&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Dispenza%2C+Joseph%22&quot;&gt;Dispenza, Joseph&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Douglas%2C+Angela%22&quot;&gt;Douglas, Angela&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Dao%2C+Van%22&quot;&gt;Dao, Van&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kewin%2C+Sarah%22&quot;&gt;Kewin, Sarah&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Le+Sech%2C+Kyra%22&quot;&gt;Le Sech, Kyra&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Vasudevan%2C+Anitha%22&quot;&gt;Vasudevan, Anitha&lt;/searchLink&gt; (AUTHOR)
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Psychology+in+the+Schools%22&quot;&gt;Psychology in the Schools&lt;/searchLink&gt;. Sep2024, Vol. 61 Issue 9, p3679-3698. 20p.
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Young+adults%22&quot;&gt;Young adults&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Child+behavior%22&quot;&gt;Child behavior&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Meditation%22&quot;&gt;Meditation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Mindfulness%22&quot;&gt;Mindfulness&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Primary+schools%22&quot;&gt;Primary schools&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Happiness%22&quot;&gt;Happiness&lt;/searchLink&gt;
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  Data: This study aimed to understand how mindfulness meditation affects young people by examining its impact on self‐regulation, happiness, emotional awareness, and school performance among two groups of school children. A 10‐week mindfulness program was conducted by a meditation expert for 552 children aged 4–8 (Group 1) and 287 children aged 9–11 (Group 2). Results for the 4–8 years group (Group 1) showed meditation predicted an increase in happiness (R2 =.003, p &lt;.001) and self‐reported school performance (R2 =.005, p &lt;.001) and a decrease in emotional (R2 =.017, p &lt;.001) and behavioral difficulties (R2 =.009, p &lt;.001); however, the effect sizes were small. In the 9–11 years group (Group 2), meditation predicted an increase in emotional awareness (R2 =.02, p &lt;.001), and a decrease in emotional (R2 =.014, p &lt;.001) and behavioral difficulties (R2 =.009, p &lt;.001) as measured by scores from baseline to postintervention. For Group 2, there was no significant change in happiness over the 10 weeks. The findings support incorporating mindfulness meditation in schools, noting significant enhancements in self‐regulation with just 5 min of daily practice. Practitioner Points: Daily meditation of just 5 min for 4–8‐year‐olds predicted an increase in happiness, self‐reported school performance, and a decrease in emotional and behavioral difficulties.Daily meditation of just 5 min in 9–11‐year‐olds predicted an increase in emotional awareness, and a decrease in emotional and behavioral difficulties, but no change in happiness.Daily meditation of just 5 min over 10 weeks enhanced self‐regulation in primary school children. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.23249
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        Text: English
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      – SubjectFull: Young adults
        Type: general
      – SubjectFull: Child behavior
        Type: general
      – SubjectFull: Meditation
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      – SubjectFull: Mindfulness
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      – SubjectFull: Primary schools
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              Text: Sep2024
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