Mindful Moments: Strategies for Alleviating Anxiety in Elementary Students, Both Onsite and Online
Gina Solano
Journal of Education, Innovation, and Communication. January 15, 2026 DOI: 10.34097/jeicom-8-1-3 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative action research Peer reviewed |
|---|---|
| Population | Second-grade students |
| Intervention | Mindfulness lessons |
| Topics | Anxiety Meditation |
| Keywords | Mental health Psychological intervention Coping psychology Inclusion mineral Curriculum Psychological resilience Intervention counseling Applied psychology Qualitative research Medical education Clinical psychology Developmental psychology |
| Key findings | Mindfulness-based interventions were reported by teachers to improve students' ability to manage anxiety and enhance emotional well-being in both in-person and remote settings. |
Abstract
Anxiety in young children has increasingly become a significant concern for classroom teachers in recent years. This issue not only disrupts the learning environment but also contributes to a range of other health-related problems. If left unaddressed, childhood anxiety can lead to long-term mental health issues such as depression and social isolation, as children become accustomed to coping with anxiety on a daily basis. Recognizing the urgency of this problem, this curriculum project was developed to design and implement a series of mindfulness lessons aimed at alleviating anxiety among second-grade students. Initially, these lessons were delivered in person on a weekly basis. However, the onset of the COVID-19 pandemic necessitated a shift to remote learning. Despite this transition, the mindfulness activities continued to be delivered through online instruction, providing significant benefits to the young students during this challenging period. The primary objective of this qualitative action research study was to create and evaluate mindfulness-based interventions as a viable approach to enhancing student learning and emotional well-being in the classroom. The results of the study indicated that mindfulness-based interventions were highly effective in both settings. Teachers reported noticeable improvements in students' ability to manage anxiety and enhance their overall emotional well-being. Consequently, the study recommends the inclusion of mindfulness practices in the daily routines of elementary schools to foster a supportive and nurturing learning environment. This approach not only addresses immediate anxiety-related issues but also contributes to the long-term mental health and resilience of young students.
Comparable studies
Other qualitative studies on anxiety, most cited first.