Measuring the effectiveness of a mindfulness-based intervention for children’s attentional functioning

Abstract

Aim:This study sought to evaluate the impact of a six-hour mindfulness programme (Paws .b) on mainstream primary school aged pupils’ suppressing and sustaining attention skills.Method:A randomised control trial (RCT) design with quasi-experimental intervention cross-lag was used with two classes of 8- to 9-year-olds. Pupils and class teachers were randomly assigned to the experimental or waitlist control group, with each receiving the intervention over six weeks. Teacher-reported and standardised attention measures were gathered at pre- and post-intervention, and at follow-up.Findings:Within-condition comparisons revealed several significant pre- vs. post-intervention effects, the majority of which were maintained at follow-up. Between-condition comparisons revealed some significant partial condition × time-point interactions.Limitations:Quasi-experimental research within ecologically valid real-world settings is prone to the influence of confounding variables. In this case, a change of class teacher within the waitlist control group may have had a marked impact on the findings.Conclusions:The present study offers tentative evidence of the effectiveness of Paws .b in improving attentional functioning in primary-aged children. Findings are discussed relative to mindfulness and attention literature, and further implications for future research are outlined.