Is mindfulness effective in elementary school for challenging behaviors?

Introduction

Mindfulness interventions in elementary schools have been explored as a means to address challenging behaviors and improve various student outcomes. These interventions aim to enhance students' attention, self-regulation, and social-emotional skills, which can lead to better classroom behavior and academic performance.

Key Insights

Reduction in Disruptive Behaviors and Increase in On-Task Behaviors:
- Mindfulness practices, such as the Soles of the Feet (SOF) intervention, have been shown to reduce off-task behavior and increase academically engaged behavior in students with disruptive behaviors .
- The MindUP program demonstrated an increase in passive on-task behaviors and a decrease in non-disruptive off-task behaviors, although it did not significantly affect active on-task behaviors or disruptive off-task behaviors.
Improvement in Classroom Behavior:
- Teachers reported improved classroom behaviors, including attention, self-control, participation, and respect for others, following a 5-week mindfulness-based curriculum.
- Mindfulness-based attention groups were effective in improving on-task behavior and reducing attention problems among elementary school students.
Academic Performance and Cognitive Functions:
- A 10-minute daily mindful awareness training program significantly improved students' quarterly grades in reading and science without disrupting teaching operations.
- Mindfulness interventions embedded in the school curriculum, such as Mind Yeti, significantly improved executive functions like inhibition, working memory, and cognitive flexibility in upper elementary students.
Social-Emotional Learning and Well-Being:
- A mindfulness-based social-emotional learning (SEL) program enhanced cognitive control, reduced stress, promoted well-being, and increased prosocial behaviors and peer acceptance among students.
Feasibility and Acceptability:
- Mindfulness interventions like SOF and other mindfulness practices were found to be socially valid, feasible, and acceptable for use in public schools .

Conclusion

Mindfulness interventions in elementary schools are effective in reducing disruptive behaviors, improving on-task behaviors, and enhancing academic performance. These interventions also promote better classroom behavior, cognitive functions, and social-emotional well-being. The feasibility and acceptability of these programs make them a promising approach for addressing challenging behaviors in elementary school settings.

Is mindfulness effective in elementary school for challenging behaviors?

Summary

Consensus Meter

Introduction

Key Insights

Conclusion

Sources and full results

Effectiveness, Acceptability, and Feasibility of the Soles of the Feet Mindfulness-Based Intervention with Elementary School Students

Soles of the Feet mindfulness-based intervention effectively reduces off-task behavior and increases academically engaged behavior in elementary school students, with social validity and feasibility.

Maximizing Mindful Learning: Mindful Awareness Intervention Improves Elementary School Students’ Quarterly Grades

A 10-minute-per-day audio-guided mindfulness program significantly improves elementary school students' quarterly grades in reading and science without disrupting teaching operations.

Mindfulness Training and Classroom Behavior Among Lower-Income and Ethnic Minority Elementary School Children

Mindfulness training improves classroom behavior in lower-income and ethnic minority elementary school children, with improvements lasting up to 7 weeks post-intervention.

Impact of MindUP on elementary school students’ classroom behaviors: A single-case design pilot study

MindUP effectively increases elementary school students' passive on-task behaviors and decreases non-disruptive off-task behaviors, but has an unexpected effect on active on-task behaviors and no effect on disruptive off-task behaviors.

Use of a mindfulness practice to decrease problem behaviour and increase engaged time of three students in an elementary school setting

Mindfulness practices, such as Meditation on the Soles of the Feet, can reduce problem behavior and increase engaged time in classrooms for children with mental health issues.

Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial.

A mindfulness-based school program for elementary school children improves cognitive control, reduces stress, promotes well-being, and prosociality, with better results than a regular social responsibility program.

Attention Problems and Mindfulness: Examining a School Counseling Group Intervention With Elementary School Students

Mindfulness-based attention groups in elementary school students can improve on-task behavior and decrease attention problems compared to a control group.

Alternative Approaches: Implementing Mindfulness Practices in the Classroom to Improve Challenging Behaviors

Mindfulness practices in the classroom can help students with emotional and behavioral disorders improve their ability to regulate their own behaviors, offering a positive alternative to reactive disciplinary strategies.

Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students

Mindfulness training for preschool teachers leads to decreased challenging behaviors, increased compliance with teacher requests, and improved teacher-student interactions.

Mindfulness in Elementary Schools

Mindfulness training, led by classroom teachers, effectively improves inhibition, working memory, and cognitive flexibility in upper elementary school students.

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