Mindfulness Training Enhances Students' Executive Functioning and Social Emotional Skills.

ABSTRACT: More research is needed to understand the effects of school-based mindfulness programs in the years before adolescence, which represent a critical juncture and transitional period of development. The present study investigated mindfulness with elementary school students using random assignment and objective measures. The sample included 292 5^th graders from 21 classrooms randomly assigned to an 8-week mindfulness training or wait-list control group. Students were assessed at pre- and post-intervention on behavioral measures of executive functioning and teacher-rated social emotional competence, along with end of year social-emotional learning report card grades. Analyses using hierarchal linear modeling found that students in the intervention group demonstrated significant gains

SUBMITTER: Flook L 

PROVIDER: S-EPMC12007814 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature