The effects of a mindfulness-based intervention on primary school students’ symptoms of inattention, depression, and anxiety: A moderated mediation examination
Catherine Malboeuf-Hurtubise, Geneviève Taylor, Terra Léger-Goodes et al. preprint
Abstract The number of mindfulness-based interventions has proliferated in the last decade as accessible evidence-based practices to improve children’s mental health in schools. However, some studies also suggest that mindfulness programs do not have added values compared to other mental health promotion interventions. These differences in effectiveness can partly be due to the lack of...