Experiences of Second-Grade Primary School Children and Their Teachers in a Mind-Body Activity Program: A Descriptive Qualitative Study.

Yaiza Lopez-Sierra; Sara Trapero-Asenjo; Isabel Rodríguez-Costa; Gonzalo Granero-Heredia; Yolanda Pérez-Martin; Susana Nunez-Nagy

doi:10.3390/healthcare12202095

Experiences of Second-Grade Primary School Children and Their Teachers in a Mind-Body Activity Program: A Descriptive Qualitative Study.

Yaiza Lopez-Sierra, Sara Trapero-Asenjo, Isabel Rodríguez-Costa, Gonzalo Granero-Heredia, Yolanda Pérez-Martin, Susana Nunez-Nagy

Healthcare October 21, 2024 DOI: 10.3390/healthcare12202095 (opens in new tab)

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AI-extracted from the abstract

Characteristics	Qualitative descriptive study Peer reviewed
Population	Second-grade children and their teachers (tutors)
Topics	Meditation
Keywords	Respiration Child Physiotherapy Yoga Qualitative research Emotional regulation Mind–body therapies
Key findings	Participants reported positive changes in self-regulation, relaxation, attention capacity, and stress reduction, as well as improvements in interpersonal relationships and social skills. Three themes were generated: children's competitiveness and restlessness signal a need for action; benefits were described as 'seeds sown and fruits harvested'; and participants argued for moving from occasional to structural implementation. The authors conclude that such mind-body interventions are important in the school environment.

Abstract

Objectives: This study explored the experiences of second-grade children and their teachers who participated in a mind-body program to understand its impact on their development.

Methods: A qualitative descriptive study was conducted. Student data were collected through seven focus groups, and semi-structured interviews were conducted with tutors in December 2021. Data analysis was performed following COREQ guidelines.

Results: Three themes were generated: (1) competitiveness and restlessness in children: something needs to be done; (2) seeds sown and fruits harvested; and (3) it is necessary to advance from the occasional to the structural. Participants reported positive changes in areas of their development such as self-regulation, relaxation, attention capacity, and stress reduction. Improvements in interpersonal relationships and social skills were also observed.

Conclusions: These improvements in emotional well-being and social skills highlight the importance of this type of intervention in the school environment.

Comparable studies

Other qualitative studies on meditation, most cited first.

Study	Year	Design	Participants
The varieties of contemplative experience: A mixed-methods study of meditation-related challenges in Western Buddhists Western Buddhist meditation practitioners and experts in Theravāda, Zen, and Tibetan...	2017	Qualitative study with mixed-methods
The Effects of Mindfulness-based Stress Reduction on Nurse Stress and Burnout Nurses in a hospital system	2004	Implementation study with mixed methods
An exploratory mixed methods study of the acceptability and effectiveness of mindfulness -based cognitive therapy for patients with active depression and anxiety in primary care Primary care patients with recurrent depression or recurrent depression and anxiety	2006	Exploratory mixed methods study	n = 13
A qualitative study of mindfulness‐based cognitive therapy for depression Participants in mindfulness-based cognitive therapy in a mental-health context	2001	Qualitative study	n = 7
Effortless awareness: using real time neurofeedback to investigate correlates of posterior cingulate cortex activity in meditators' self-report Meditators	2013	Qualitative study using grounded theory methodology

Citations in the library

Cited by 1

School‐Based Mindfulness Interventions in Primary Education: A Systematic Review Psychology in the Schools October 15, 2026

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