ArticleJournal of child and family studies2021
Effects of a School-Based Mindfulness Program for Young Children.
Article in Journal of child and family studies, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06561373 (Mindfulness-Based Intervention), which is not on this map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Mindfulness-Based Intervention: Effects on Emotional Regulation, Behavior, and Social Participation for Preschool Students
Who cites it
7 citing papers in PubMed.
- Embedding brain health in the curriculum: a qualitative study of primary school teacher perceptions.BMC public health · 2026Article
- The predictive values of state and trait mindfulness on emotion understanding in primary school children.Frontiers in psychology · 2026Article
- Letter To the Editor "Social Validity in Spain of the Mantente REAL Prevention Program for Early Adolescents".Journal of prevention (2022) · 2025Article
- Article
- Mindfulness Initiatives for Students, Teachers, and Parents: a Review of Literature and Implications for Practice During COVID-19 and Beyond.Contemporary school psychology · 2023Article
- Absent mindfulness: mediation analyses of the relationship between adverse childhood experiences and disordered eating among young adults.Frontiers in child and adolescent psychiatry · 2023Article
- Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design.Mindfulness · 2022Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.