Evaluating Mindfulness Training as a Cognitive Performance Enhancement Tool: Insights from Two Pragmatic Cluster-Randomized Trials in an Elite Military Educational Setting
Ekaterina Denkova, Taylor K. Tardibuono, Anthony P Zanesco, Catalina Sanchez Montenegro, Joshua D. Rooks, Scott L. Rogers, Amishi P. Jha
Mindfulness April 1, 2026 DOI: 10.1007/s12671-026-02786-x (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cluster-randomized trial Peer reviewed |
|---|---|
| Sample size | 242 |
| Population | Special Operations Forces (SOF) students in Professional Military Education (PME) courses |
| Interventions | Mindfulness training Training-as-usual |
| Duration | 4-week mindfulness training interval, 10-week trainer practicum |
| Topics | Meditation |
| Registration | NCT04703296 |
| Key findings | Mindfulness training produced no consistent benefits over training-as-usual. In Round 1, more out-of-class practice was associated with improved attention and higher exam scores. In Round 2, all participants showed increased mind-wandering and decreased well-being, with MT participants attributing limited effectiveness to delivery during the most demanding course period. |
Abstract
Abstract Objectives Special Operations Forces (SOF) must maintain cognitive and operational performance under extreme conditions. This pragmatic trial aimed to assess whether integrating a mindfulness training (MT) program into SOF Professional Military Education (PME) through a train-the-trainer approach could enhance these critical capabilities.
Method: Using a cluster-randomized design, groups were assigned to MT or training-as-usual (TAU). After a 10-week trainer practicum, trainers delivered a 4-week, 6-hr variant of a validated 8-hr MT program in person across two PME courses (Rounds 1 and 2). In Round 1 ( n = 122), MT was implemented at the start of the course, with out-of-class mindfulness practice delivered via a web app. In Round 2 ( n = 120), MT was delivered at the end of the course, with out-of-class mindfulness practice conducted in groups. Cognitive and well-being measures were collected before and after the 4-week MT interval, and end-of-course exam scores were examined. MT participants provided trainer and program evaluations.
Results: While trainer and program satisfaction were high, no consistent MT benefits over TAU emerged. However, in Round 1, participants who engaged in more out-of-class mindfulness practice demonstrated improved attention and higher exam scores. In Round 2, all participants experienced increased mind-wandering and decreased well-being, with MT participants indicating that the program’s delivery during the most demanding course period may have limited its effectiveness.
Conclusions: This study offers evidence-based insights into key enablers and barriers to the adoption of MT. It establishes a foundational framework for the broader, large-scale implementation of MT across various high-demand professional sectors. Preregistration Clinical Trial Registration # NCT04703296.