Mindfulness-Based Intervention in a Rural Primary School: Effects on Attention, Concentration and Mood

Abstract

There are few studies on the effects of mindfulness-based interventions (MBI) in primary education settings, specifically in rural schools, despite the potential beneficial effects on mood state, attention, and concentration. This study compares two groups of 45 children, ages 6 to 13 from a rural school. The experimental group participated in a 6-week, daily MBI program which trained their attention to breathing, to the senses, and to the body. Meanwhile the control group was assigned to a waiting list. Following the intervention, the MBI group improved mood state, concentration, and immediate auditory-verbal memory. However, there were no significant results regarding focused attention and working memory. These results show that MBI in a rural setting is feasible and produces beneficial results in the short term. Research needs to be done over a longer period in order to identify all the possible effects of continued practice of mindfulness in a school setting.