A multiple methods pilot study of the Mindfulness and Self‐Compassion for Children and Caregivers course
Christine Lathren, S. DiMaio, Hana Nip, Jamie Lynn Tatera, Veronica Diaz, Karen Bluth, R. Herringa, Sara A. Heyn
Family Relations July 6, 2026 DOI: 10.1111/fare.70241 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Multiple methods study (feasibility study with pre-post surveys and qualitative interviews) Pilot study Peer reviewed |
|---|---|
| Sample size | 23 |
| Population | School-age children (mean age 8.4 years) and their caregivers, recruited in two cohorts of 23 dyads |
| Topics | Meditation |
| Keywords | Education |
| Key findings | The MSC-CC program was feasible and acceptable, with high attendance and satisfaction and low attrition. Caregiver-reported child mental health improved significantly, but child self-reports did not reach significance. Qualitative interviews indicated improved emotional skills, attunement, closeness, and family dynamics. The authors call for controlled comparison given inconsistent findings. |
Abstract
This multiple methods study examines the feasibility, acceptability, and preliminary outcomes associated with participation in the Mindfulness and Self‐Compassion for Children and Caregivers course (MSC‐CC). School‐age youth are experiencing unprecedented levels of anxiety and depression. Self‐compassion skills are accessible, evidence‐based, transdiagnostic tools that can help children regulate difficult emotions. Learning self‐compassion with a caregiver may improve child mental health and provide caregivers with resources to model and sustain skills. We recruited two cohorts (23 dyads) comprising children ( M age = 8.4) and a caregiver to participate in live online group‐based MSC‐CC. Dyads completed pre‐ and post‐course surveys and semistructured feedback interviews about their experience. Attendance and course satisfaction were high, and attrition was low. We detected significant improvements in caregiver‐reported child mental health outcomes; child self‐reports did not reach significance. We developed three themes from post‐course interviews: (a) confidence in and application of emotional skills, (b) attunement and closeness, and (c) course engagement and relatability. The MSC‐CC program is feasible, acceptable, and associated with caregiver‐reported improvement in child mental health and qualitative evidence of improved relational and family dynamics. Despite inconsistent findings, dyadic self‐compassion training is promising and should be examined compared to a control group.