Effects of an eight-week mindfulness-informed psychoeducational intervention delivered during physical education lessons on self-reported aggression and impulsivity in adolescents
Walid Selmi, Achraf Hammami, Said Ben Hassen, Yassine Negra, Raouf Hammami, Roland van den Tillaar
Frontiers in Psychology October 12, 2026 DOI: 10.3389/fpsyg.2026.1958309 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 39 |
| Population | High school students (mean age 16.05 ± 0.55 years; 51% boys) |
| Interventions | conscious breathing body awareness positive affirmations self-encouragement |
| Dose | two brief sessions per week |
| Duration | 8 weeks |
| Measures | Aggression Questionnaire (AQ), Barratt Impulsivity Scale (BIS-11) |
| Topics | Meditation |
| Keywords | Behavioral regulation Coping strategies School-based intervention Self-control Stress management Well-being |
| Key findings | The mindfulness group showed significant group-by-time interactions indicating reductions in verbal aggression (-33.5%), physical aggression (-32.4%), non-planned impulsivity (-13.1%), and total impulsivity (-10.5%), while controls increased in verbal aggression and hostility and showed no significant impulsivity improvements. Motor impulsivity decreased 11.6% within the mindfulness group but the interaction was not significant, so this was not interpreted as a differential effect. |
Abstract
Aggression and impulsivity are prevalent behavioral tendencies in adolescents that may negatively affect academic performance, social interactions, and engagement during physical education (PE). Although mindfulness-based interventions have shown promise for improving emotional and behavioral regulation, evidence of their effectiveness when delivered within school PE settings remains limited. This study investigated the effects of an 8–week mindfulness-informed psychoeducational intervention delivered during PE lessons on self–reported aggression and impulsivity among high school students. Thirty-nine students (16.05 ± 0.55 years; 51% boys) were randomly assigned to either a mindfulness group (n = 20) or a control group (n = 19). The mindfulness group participated in two brief sessions per week incorporating mindfulness-oriented practices, including focused attention, conscious breathing, and body awareness, together with psychoeducational and sport-related psychological strategies, including positive affirmations, self-encouragement, and performance imagery, whereas the control group followed the standard PE curriculum. General self-reported aggression and impulsivity were assessed before and after the intervention using the Aggression Questionnaire (AQ) and the Barratt Impulsivity Scale (BIS-11). Data were analyzed using repeated-measures analysis of variance and effect sizes. Significant group–by–time interactions were observed for verbal aggression, physical aggression, hostility, non-planned impulsivity, and total impulsivity, indicating that changes over time differed between the mindfulness and control groups for these outcomes. The direction of these interactions was characterized by reductions in verbal aggression (-33.5%), physical aggression (-32.4%), non-planned impulsivity (-13.1%), and total impulsivity (-10.5%) in the mindfulness group, while the control group showed increases in verbal aggression and hostility and no significant improvements in impulsivity. Although motor impulsivity decreased by 11.6% within the mindfulness group, the group–by–time interaction. was not significant; therefore, this within-group change was not interpreted as evidence of a differential intervention effect. These findings suggest that a brief mindfulness-informed psychoeducational intervention delivered during PE lessons was associated with differential changes in verbal aggression, physical aggression, hostility, non-planned impulsivity, and total impulsivity relative to the control condition. These findings support the potential feasibility of integrating mindfulness-informed psychoeducational strategies within school PE while recognizing that the outcomes assessed general dispositions rather than behaviors occurring specifically during PE lessons.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cites 5
- The associations and effects of mindfulness on anger and aggression: A meta-analytic review. Clinical Psychology Review June 1, 2025
- Brief Online Training in Mindfulness Meditation Momentarily Reduces Some Impulsive Behaviors: A Randomized Controlled Trial Mindfulness November 27, 2024
- Mindfulness training for reducing anger, anxiety, and depression in fibromyalgia patients. Frontiers in Psychology January 12, 2015
- Mindfulness-based interventions in schools—a systematic review and meta-analysis Frontiers in Psychology June 30, 2014
- Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion December 12, 2011