Evaluation of a PILOT School-Based Mindfulness Program in Primary Education

A structured mindfulness-based intervention improved cognitive flexibility and inhibitory control in fourth-grade pupils. In a pilot study with 14 children (mean age 10 years), a pre-test–intervention–post-test quasi-experimental design showed statistically significant gains in executive functioning, measured by the Delis-Kaplan Executive Function System, and qualitative changes in trait mindfulness, assessed by the Five Facet Mindfulness Questionnaire. The findings suggest mindfulness programs may foster executive and emotional competencies in younger school-aged children, potentially supporting academic performance and psychological development. Larger, more heterogeneous samples with active control conditions are needed to replicate and extend these results.

Study at a glance

Abstract

In light of the increasing interest in integrating mindfulness techniques into educational contexts, it is essential to examine their potential cognitive and emotional benefits for the child population. Pilot investigation, analyzed in this paper, aimed to study and assess the impact of a structured mindfulness-based intervention on executive functioning and dispositional mindfulness in young learners. The intervention sample consisted of 14 fourth-grade pupils (mean age = 10 years), enrolled in a public primary school. Pre-test–intervention–post-test quasi-experimental design with two conditions was adopted. Executive functioning was assessed using the Delis-Kaplan Executive Function System subtests (D-KEFS), while trait mindfulness was assessed via the Five Facet Mindfulness Questionnaire (FFMQ). Preliminary findings revealed statistically significant improvements in cognitive flexibility and inhibitory control, as well as qualitative changes in mindfulness trait levels post-intervention. The results suggest that mindfulness-based programs may represent a promising approach for fostering executive and emotional competencies in younger school-aged children, thereby contributing to their overall academic performance and psychological development. Further research employing larger and more heterogeneous samples, including active control conditions, is warranted to replicate these effects and explore the long-term efficacy of mindfulness interventions in school settings.