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Pause, Breathe, Smile: a Mixed-methods Study of Student Well-being Following Participation in an Eight-week, Locally Developed Mindfulness Program in Three New Zealand Schools

Bernay, R; Graham, E; Devcich, DA; Rix, G; Rubie-Davies, CM
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http://hdl.handle.net/10292/11836
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Abstract
Children today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills; therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children experienced improved well-being after an eight-week mindfulness program, and (2) understand their perceptions of the program. Participants completed these self-rated scales: the Mindful Awareness Attention Scale for Children and the Stirling Children’s Well-being Scale. Six children were interviewed about their perceptions and classroom teachers’ observations were reviewed. Quantitative data indicated a steady increase in students’ mindfulness, while well-being increased significantly but returned to baseline levels at three-month follow up. Changes in mindfulness were positively related to changes in well-being. The study results suggest the importance of offering mindfulness-based programs for potential improvements in students’ well-being.
Keywords
Children; Mindfulness; School; Social emotional skills; Well-being
Date
2016
Source
Advances in School Mental Health Promotion, 9(2), 90-106.
Item Type
Journal Article
Publisher
Taylor & Francis
DOI
10.1080/1754730X.2016.1154474
Publisher's Version
https://www.tandfonline.com/doi/full/10.1080/1754730X.2016.1154474
Rights Statement
Copyright © 2016 Taylor & Francis. Authors retain the right to place his/her pre-publication version of the work on a personal website or institutional repository as an electronic file for personal or professional use, but not for commercial sale or for any systematic external distribution by a third. This is an electronic version of an article published in (see Citation). Advances in School Mental Health Promotion is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).

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