Abstract
With the increased interest in school-based mindfulness interventions, there have been repeated calls to investigate neurodevelopmental markers of change. This non-randomised study of 16–18 year olds with wait-list control group examined possible enhancements to brain indexes of attention processing after school-based mindfulness training using event-related potentials (ERPs) (N=47 for self-report; N=40 for ERPs). Results showed significantly more negative N2 amplitudes after training, in response to irrelevant frequent stimuli and colour-deviant non-target oddball stimuli in a visual oddball paradigm. Improvements in negative thought controllability were associated with more negative N2 amplitudes post-training across groups, and mindfulness training was associated with reductions in students' hypercritical self-beliefs. There were no group differences on task performance, but regression analysis indicated that programme satisfaction explained 16% of the variance in improved target accuracy. Together these results suggest that a school-based mindfulness curriculum can enhance older adolescents' task-relevant inhibitory control of attention and perceived mental competency.
Highlights
Mindfulness interventions involve guided training of presentmoment awareness with a kind and accepting attitude [1]
No research has investigated links to metacognition, but studies in adults with depression have reported that Mindfulness-Based Cognitive Therapy (MBCT) can increase metacognitive awareness, and such enhancements have been linked to decreased rates of relapse [13]
The current study investigated the impact of mindfulness training, delivered as part of the school curriculum, on N2 and P300 event-related potentials (ERPs) markers of attention in adolescents
Summary
Mindfulness interventions involve guided training of presentmoment awareness with a kind and accepting attitude [1]. The benefits of mindfulness-based interventions for cognitive processing are well documented in both clinical [2] and non-clinical [3] adult populations. These encouraging results have inspired educators, policy makers, and researchers alike to foster mindfulnessbased programmes in schools, with developmentally adapted courses. Initial evidence suggests that school-based mindfulness training may improve well-being [4,5,12]. No research has investigated links to metacognition, but studies in adults with depression have reported that Mindfulness-Based Cognitive Therapy (MBCT) can increase metacognitive awareness, and such enhancements have been linked to decreased rates of relapse [13]. Mind wandering has been shown to reduce after mindfulness practice in adults [15] and a negative relationship was found between mind wandering and well-being in young people [16]
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