Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

Mindfulness has attracted considerable attention in educational settings as it can have positive effects on children. However, the role of mindfulness practice in schools has yet to be understood. The aim of the present study is to assess the impact of mindfulness on neuropsychological performance and psychological well-being of primary school children. It also aims to explore the teacher's mindfulness training effect on the intervention. The present study recruited 100 children (64% girls and 36% boys) aged 9-11 from a primary school in Tarragona (Spain). The research was conducted between 2016-2018 with three experimental groups: a mindfulness intervention group with a trained mindfulness teacher, a mindfulness intervention group with a non-trained mindfulness teacher, and a control group. All groups were evaluated before and after a 13-weeks intervention, consisting of 5-10 min mindfulness daily sessions before class. After the intervention, the two groups of children receiving mindfulness sessions performed better than controls in several neuropsychological tasks involving executive functions, such as short-term and working memory, learning, mental flexibility, visuospatial abilities and processing speed. No significant differences were found in the assessment of daily stress or emotional and behavioural problems. The findings of the present study can contribute to a better understanding of the role of mindfulness practice in primary children regarding neuropsychological performance, highlighting the importance of the teacher's mindfulness training in the teaching/learning process.

Automated summary

This study examines the impact of mindfulness on primary school children's neuropsychological performance and psychological well-being. The findings show that children who received mindfulness sessions performed better in executive functions, such as memory, learning, and mental flexibility. However, no significant differences were found in daily stress or emotional and behavioral problems. The study highlights the importance of teacher mindfulness training in the teaching and learning process.