Effects of a School-Based Mindfulness Program on school readiness in preschool children: a mixed-methods study of researcher-led and teacher-led implementation.
BMC Psychology April 29, 2026 DOI: 10.1186/s40359-026-04567-6 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental embedded mixed-methods study Qualitative Peer reviewed |
|---|---|
| Sample size | 71 |
| Population | Preschool children |
| Intervention | School-Based Mindfulness Program (SBMP) |
| Duration | 8-week program with 24 sessions; assessments at pretest, posttest, and follow-up |
| Measures | School Readiness Assessment Tool (SRAT) Child Form, School Readiness Assessment Tool (SRAT) Parent Form |
| Topics | Meditation |
| Registration | NCT07501091 |
| Key findings | Both researcher-led and teacher-led delivery of an eight-week school-based mindfulness program produced greater improvements in school readiness than a control condition (Group × Time interaction ηp2 = .342), with effects sustained at follow-up; parent-reported outcomes also favored intervention (ηp2 = .791), though the authors advise caution. The authors argue findings are consistent with flow theory principles but note mechanisms should be interpreted cautiously. |
Abstract
Background: School readiness depends not only on early academic skills but also on the development of attention, emotional regulation, and self-regulatory competencies in early childhood. However, empirical evidence for theoretically grounded mindfulness programs and their implementation by both researchers and teachers in preschool settings remains limited. This study examined the effectiveness and feasibility of a flow theory–aligned School-Based Mindfulness Program (SBMP).
Methods: A quasi-experimental embedded mixed-methods design was employed with 71 preschool children assigned to Researcher-Led (n = 23), Teacher-Led (n = 26), and Control (n = 22) groups to enable comparison across implementation conditions. The School Readiness Assessment Tool (SRAT) Child Form was administered at pretest, posttest, and follow-up, and the Parent Form at pretest and posttest. The eight-week SBMP included 24 structured sessions targeting attention, emotion regulation, self-awareness, and self-compassion. The program was aligned with flow theory principles; however, flow states were not directly measured. Quantitative data were analyzed using mixed-design ANOVA and ANCOVA, and qualitative data were analyzed thematically.
Results: A significant Group × Time interaction was found (ηp2 = .342), indicating greater improvements in both intervention groups compared to the control group, with sustained effects at follow-up. Parent-reported outcomes also favored the intervention groups (ηp2 = .791), although this finding should be interpreted with caution. Qualitative findings supported improvements in attention, emotion regulation, and home transfer. Implementation fidelity was high across conditions.
Conclusions: The SBMP appears to support school readiness and can be implemented by teachers with high fidelity under structured training and monitoring conditions. Findings are consistent with flow theory principles; however, interpretations regarding underlying mechanisms should be made with caution.
Trial Registration: ClinicalTrials.gov, NCT07501091. Retrospectively registered on March 27, 2026.
Comparable studies
Other experimental studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| The benefits of being present: Mindfulness and its role in psychological well-being. Cancer patients (clinical intervention study) | 2003 | Mixed methods: scale development, correlational, quasi-experimental, laboratory, experience-sampling, and clinical intervention study | |
| Loving-kindness meditation increases social connectedness. | 2008 | Controlled laboratory experiment | |
| Mindfulness and mind-wandering: Finding convergence through opposing constructs. | 2012 | Two studies: correlational study and experimental study | |
| Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence | 2009 | Experimental study | |
| Mindfulness meditation and substance use in an incarcerated population. Incarcerated population | 2006 | Quasi-experimental with treatment-as-usual control condition |
Citations in the library
Cites 5
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology November 10, 2014
- Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence Journal of Neuroscience October 21, 2009
- Beyond All Splits: Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students. Mindfulness November 11, 2022
- Mindfulness-based interventions in schools—a systematic review and meta-analysis Frontiers in Psychology June 30, 2014