Short Mindfulness-Based Relaxation Training Has No Effects on Executive Functions but May Reduce Baseline Cortisol Levels of Boys in First Grade: A Pilot Study.

Adam Koncz,Zsofia K Takacs,Zsolt Demetrovics,Reka Kassai

doi:10.3390/children9020203

Adam Koncz, Zsofia K Takacs + Show 2 more

Open Access

https://doi.org/10.3390/children9020203

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Journal: Children	Publication Date: Feb 4, 2022
Citations: 2	License type: CC BY 4.0

Affiliation: Eötvös Loránd University, University of Edinburgh

Abstract

(1) Background: Executive functions are important for academic performance and school readiness. Children’s executive function skills are found to be improved by mindfulness-based interventions, and these programs are also effective in stress reduction. The aim of this study was to evaluate the feasibility and the effects of a short mindfulness-based relaxation training compared to a passive control condition right before school entry on executive function skills and cortisol levels. (2) Methods: The feasibility and the effects of the intervention before school entry were tested with 61 preschoolers. The final sample consisted of 51 participants (Mage = 81.90 months, SD = 5.45; 41% male). Short-term memory, executive function skills and cortisol levels before and after the intervention were assessed. Additionally, cortisol levels were assessed one week and one month after school entry. (3) Results: There was a significant sex difference in the effects of the intervention on children’s cortisol levels (p = 0.026, η2 = 0.134). The mindfulness-based relaxation training applied before school entry prevented a rise in boys’ cortisol levels one week after starting school. (4) Conclusion: A short mindfulness-based intervention before starting school could be effective in fostering physiological stress management in boys.

Highlights

(4) Conclusion: A short mindfulness-based intervention before starting school could be effective in fostering physiological stress management in boys
Effects of the intervention on short-term memory, executive functioning and cortisol reactivity were tested before and after the intervention in the kindergarten, while morning cortisol levels were assessed at follow-up times one week and one month after school entry
Regarding the feasibility of the intervention program, we found that children were willing to participate and comply with the instructions at all the five sessions of the mindfulness-based relaxation program

Summary

Introduction

An emerging number of studies show that self-regulatory skills and executive functions play an important role in school readiness and academic performance [1,2], even more so than IQ [3]. Executive function skills are usually considered to consist of three distinct components: inhibition, working memory and cognitive flexibility [4,5,6]. These skills allow us to organize our behavior according to goals instead of acting automatically. In a meta-analysis, Takacs and Kassai [7] found mindfulness-based interventions one of the most effective intervention methods for typically developing children for enhancing working memory and inhibition skills, the number of studies was limited. All three components of executive function might be improved with practicing meditation

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