The Child's Perspective on the School-Based Mindfulness Programme, Paws b.
Katie Crompton, Alessandra Fasulo, Daphne Kaklamanou, Eszter Somogyi
Journal of Child and Family Studies 2025 DOI: 10.1007/s10826-025-03047-6 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 40 |
| Population | 8- and 9-year-old primary-school children |
| Dose | 12 lessons |
| Duration | 12-lesson programme, focus groups conducted one week after completion |
| Topics | Meditation |
| Keywords | Paws b Primary-school children Reflexive thematic analysis School-based mindfulness programme Youth mindfulness Pediatric mindfulness Program impact Self-regulation Positive changes Benefits of mindfulness Mindfulness outcomes Experiential research Children's perspectives research |
| Key findings | Children described mindfulness as instrumental for self-regulation, reported positive changes from continued practice, and retained embedded memories from the Paws b programme. |
Abstract
School-based mindfulness programmes (SBMPs) are becoming widely used in primary schools, however findings regarding their effectiveness are controversial. Understanding how children describe and interpret the experience of taking part in these programmes may hold the key for improving their effectiveness. In this study we sought to gather children's views about a 12-lesson SBMP called Paws b. A week after the completion of the SBMP in five classes of two primary schools, during Personal Social and Health Education (PSHE) lessons, we conducted four focus groups with 8- and 9-year-olds. We randomly selected two girls and two boys from each class to form each focus group. The discussion was led by a different researcher that had not been associated with the delivery of the lessons. A reflexive thematic analysis was conducted on the transcribed data. We identified three major themes in children's discussions: (1) Mindfulness as instrumental for self-regulation, (2) Continued practice can lead to positive changes, and (3) Embedded memories from Paws b. The themes indicate that children remembered key practices and information, and used them in daily life. They enjoyed the training although not always from the beginning, observed changes in themselves and in their classmates and understood mechanisms through which mindfulness training can have positive effects. Implications of these findings are discussed in relation to both the content of this specific SBPM and the way in which the course was delivered.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 5
- Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology November 10, 2014
- Mindfulness and contemplative approaches in education. Current Opinion in Psychology August 1, 2019
- The limited prosocial effects of meditation: A systematic review and meta-analysis Scientific Reports February 5, 2018
- A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers. Psychology in the Schools November 28, 2016
- Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial Developmental Psychology 2015