ArticleFrontiers in psychology2026
School-based mindfulness education and children's emotion regulation: the mediating role of executive function.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: School-based mindfulness education has been increasingly implemented to support children's socio-emotional development; however, the cognitive mechanisms underlying its effects on emotion regulation remain insufficiently clarified. This study examined whether mindfulness-based education improves children's emotion regulation and whether executive function mediates this association. Methods: In a randomized controlled trial, 150 children aged 8-10 years were assigned to either a mindfulness education group or a waitlist control group. The 8-week program assessed emotion regulation (ERC, Emotion Management Scale, Disappointing Gift Task) and executive function (Hearts and Flowers, Digit Span, WCST). Results: The mindfulness group showed significantly greater improvements in emotion regulation strategies ( Conclusion: Mindfulness education enhances children's emotion regulation, both directly and through improvements in executive function, supporting its implementation in school mental health programs.
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