Changing Minds: A Pilot Feasibility Study of Mindfulness Training for At-Risk Adolescents
Hanna Culang, Elizabeth L. Davis, Laura Egan, Akeesha Simmons, David R. Vago, Susan Finley, Tracy A. Dennis‐Tiwary
National Youth Advocacy and Resilience Journal September 1, 2021 DOI: 10.20429/nyarj.2021.050102 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Pilot feasibility study Peer reviewed |
|---|---|
| Sample size | 63 |
| Population | High school students attending a transfer school, designed to re-engage students who have dropped out or fallen behind in credits |
| Interventions | mindfulness-based intervention cross-course curricular material |
| Duration | Nine-week intervention, semester-long |
| Topics | Anxiety Meditation |
| Keywords | Attendance Psychological intervention Psychological resilience Mental health Curriculum Clinical psychology Coping psychology Academic achievement At-risk students Medical education Developmental psychology Pedagogy Psychotherapist |
| Citations | 4 |
| Key points | The mindfulness-based intervention promoted social-emotional resilience over the course of the semester, and students who took part in the science curriculum component showed a trend for improved academic performance. |
Abstract
Youth at risk for negative health outcomes due to reduced access to social, mental health, and educational support systems are in particular need of resources promoting social-emotional resilience and positive educational outcomes. A growing body of research documents the positive benefits of mindfulness-based interventions (MBIs), but few studies have examined the impact of MBIs for at-risk adolescents, particularly in school settings where barriers to access can be minimized. This pilot feasibility study examined the effects of a nine-week school-based MBI, augmented by cross-course curricular material, in a group of high school students attending a transfer school, designed to re-engage students who have dropped out or fallen behind in credits (N = 63). Pre- and post- MBI, students completed self-report measures of attention control, trait anxiety, coping, and emotion regulation, and attendance and academic achievement records were obtained from the school. Findings showed that the MBI promoted social-emotional resilience over the course of the semester. Moreover, students who took part in the science curriculum component of the program showed a trend for improved academic performance. Findings are discussed in terms of the potential for school-based MBIs to promote positive outcomes in at-risk youth.