Abstract
The research team developed a mindfulness course for less academically able adolescents that aims to help them improve their emotional regulation and affective control with the ultimate aim of improving their academic performances. For the duration of the course in three secondary schools in Hong Kong high dropout rate and low attendance rate among the participants were recorded. Interviews with the students revealed that most students were not interested in the mindfulness course because of the quiet and static nature of mindfulness activities. Based on these findings, possible ways of improving the course are proposed.
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