Reducing STEM test anxiety through classroom mindfulness training for lower secondary school children: a pilot study

Although mindfulness is effective in reducing anxiety, research on its impact on test anxiety among lower secondary school children in science, technology, engineering, and mathematics (STEM)-related disciplines is limited. Using a one-group pre - post-test research design, this pilot study evaluated the impact of classroom mindfulness meditation training on test anxiety in STEM-related disciplines with 197 sixth-grade students (54.3% boys, aged 10-12 years) from public schools in Kosovo. Mindfulness training significantly decreased students' test anxiety levels in STEM-related disciplines. Mindfulness helped students calm down, reduced their academic anxiety, and increased their self-esteem. A significant decrease in test anxiety among participants who reported that the training improved their self-esteem and reduced their academic anxiety and stress was ascertained. Regarding sex differences, meditation activities significantly decreased test anxiety scores among girls. Mindfulness training can be employed as a stress-reduction strategy that can be easily incorporated into classroom pedagogy.

Automated summary

A pilot study found that mindfulness training is effective in reducing test anxiety among lower secondary school children in STEM-related disciplines. The training helped students to calm down, reduce academic anxiety, and increase self-esteem. Mindfulness training can be easily incorporated into classroom pedagogy as a stress-reduction strategy.