Development and Evaluation of a Blended Learning Mindfulness Program for High School Students During the COVID-19 Pandemic.
Mi-Jung Kang, Hyunsook Kim
The Journal of school nursing : the official publication of the National Association of School Nurses April 27, 2022 DOI: 10.1177/10598405221095346 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Experimental study Peer reviewed |
|---|---|
| Sample size | 178 |
| Population | High school students |
| Interventions | Mindfulness program General health education |
| Duration | 10-week intervention; follow-up 4 weeks after the program |
| Topics | Meditation |
| Keywords | Humans Schools Students Adolescent Pandemics Covid-19 Stress Concentration Mental health Distance education Self-control Self-esteem School nurses |
| Key findings | A 10-week blended-learning mindfulness intervention was associated with reduced stress and improved concentration, self-esteem, and self-control in high school students four weeks after the program, compared with baseline. The authors conclude the program is effective for improving concentration and should be added to the formal high school curriculum. |
Abstract
Many adolescents worldwide suffer from stress or unhealthy emotional states such as depression. There is a trend toward limited physical contact via social distancing practices that developed during the coronavirus disease 2019 (COVID-19) pandemic. An experimental study aimed at investigating the effects of a mindfulness program on stress, concentration, self-esteem, and self-control in high school students. A 10-week mindfulness intervention was provided to the experimental group (n = 89) from September-November 2020, while the control group (n = 89) received general health education. Four weeks after the program, the experimental group showed reduced stress and improved concentration, self-esteem, and self-control compared to baseline.The blended learning mindfulness program is effective improving concentration and should be incorporated into the formal high school curriculum.
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
Cited by 3
- Transforming education: A review of the benefits of integrating mindfulness and meditation techniques in schools English Education Journal June 14, 2023
- Mindfulness in Schools: A Pilot Cluster Randomised Trial of a Novel Blended Intervention for Early Adolescents Mindfulness July 1, 2026
- Mindfulness-Based Interventions in Schools: Assessing the Evidence Base. Psychiatric Services 2025
Cites 6
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- School-based Meditation Practices for Adolescents: A Resource for Strengthening Self-Regulation, Emotional Coping, and Self-Esteem Children & Schools July 1, 2010
- Mindfulness and the Therapeutic Function of Education Journal of Philosophy of Education January 26, 2009
- Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children. Behavioral Neuroscience December 1, 2019
- Prevalence, patterns, and predictors of meditation use among US adults: A nationally representative survey. Scientific Reports November 10, 2016
and 1 more in the library