Exploring a mindfulness meditation program on the mental health of upper primary children: a pilot study
Abstract
In Australia, 14% of children and adolescents have a significant mental health problem, which is similar to global prevalence estimates of 12%. Teaching children techniques in mindfulness meditation has been recommended to improve their mental health. However, the recommendations are based mainly on efficacy in adult clinical trials, and insufficiently on trials with children and adolescents in a classroom setting. This mindfulness meditation pilot project involved training teachers at two primary schools in the outer suburbs of Melbourne, Australia to deliver a ten-week mindfulness curriculum and optional daily mindfulness exercises to students in grades 5 and 6 (ages 10 to 12). Pre- and post-program, students completed the Strengths and Difficulties Questionnaire (SDQ) and a modified version of the Children's Depression Inventory (CDI). On both scales there was a significant decrease in overall average score and the number of children in the diagnostic categories, 25.6% scoring in the borderline or diagnostic category for the SDQ pre-program and 16.3% post-program. For the CDI this was 25.8% pre- and 21.6% post-. The study is limited by its use of a pre-post design without comparison group. However, qualitative findings from teachers assist in discerning key themes, and this pilot study suggests the potential of more formal experimental testing of mindfulness training as an element of a whole-school mental health promotion program.
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Many novice meditators report finding meditation training particularly difficult and express uncertainty on whether they are "doing it right," which could lead to them abandoning their practise.
“Many novice meditators report finding meditation training particularly difficult (152, 153) and express uncertainty on whether they are “doing it right” (154), which could lead to them abandoning their practise.”
From Examining the Potential Synergistic Effects Between Mindfulness Training and Psychedelic-Assisted Therapy (2021) · cites this paper as [152]
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Fuchs, W. W., Mundschenk, N. A., & Groark, B. (2017) · Journal of International Special Needs Education · doi:10.9782/2159-4341-20.2.56 · Cited by 8 · see citing works
Students with cancer: Presenting issues and effective solutions
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- Authors
- Joyce, A., Etty-Leal, J., Zazryn, T., & Hamilton, A.
- Affiliations
- Curtin University (AU)
- Venue
- Advances in School Mental Health Promotion
- Publisher
- Informa UK Limited
- Published
- 2010-01
- Volume
- 3
- Issue
- 2
- Pages
- 17-25
- ISSN
- 1754-730X (ISSN-L)
- 2049-8535
- OpenAlex
- W2023724061
- Cited by
- 119
- References
- 45
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 4 · 2023: 6 · 2022: 4 · 2021: 12 · 2020: 9 · 2019: 11 · 2018: 7 · 2017: 21 · 2016: 14 · 2015: 6 · 2014: 8 · 2013: 6 · 2012: 5
- FWCI
- 4.22
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Advances in School Mental Health Promotion (publishedVersion)
- Swinburne figshare (Swinburne University of Technology) (submittedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- mindfulness meditation, child mental health, upper elementary students, Strengths and Difficulties Questionnaire, Children's Depression Inventory, childhood depression, classroom intervention
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