The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

Megan Mccabe,John Roodenburg,Shane Costello

doi:10.3390/socsci6040155

Abstract

School-based mindfulness interventions have been shown to be effective in reducing mental health symptoms. However, comparatively little research has investigated the acceptability of these programs from the perspective of the children. Program acceptability underpins engagement, and more engaging programs are also more efficacious (Cowan & Sheridan, 2003; Mautone et al., 2009) yet there is little literature which has considered the acceptability of school-based mindfulness programs. To address this gap, semi-structured interviews were conducted with upper primary aged children (N = 30) who had participated in a six week mindfulness program in four Australian primary schools. Thematic analysis of interviews revealed children found the program to be acceptable. Children reported that they enjoyed doing the mindfulness program, would recommend it to others, and learned about relaxing as well as felt relaxed while doing the program. Children also highlighted the use of culturally appropriate teaching materials and possible stigmatisation as threats to the acceptability of the program. The results of the study support the acceptability of mindfulness programs in school settings, grounded in the unique perspective of the child.

Highlights

Research into the effectiveness of using mindfulness in school settings is growing, and initial studies show promise for improving children’s wellbeing (Kuyken et al 2013)
The study used an exploratory approach whereby there were no expectations from the data other than learning how the TRIPLE R program was perceived by participants
The second higher order theme identified by the participants would tend to suggest that, given the relaxation strategies introduced by the TRIPLE R program, it could be very effective in addressing anxiety for these children

Summary

Introduction

Research into the effectiveness of using mindfulness in school settings is growing, and initial studies show promise for improving children’s wellbeing (Kuyken et al 2013). A program that is not enjoyable, engaging, and acceptable to participants is unlikely to be as effective as it could otherwise be (Mertens 2015). The paucity of acceptability research regarding school-based mindfulness programs represents a significant gap in the literature (Villarreal et al 2015). The current study seeks to understand the experience and the acceptability of participating in a school-based mindfulness group for anxiety reduction, from the perspective of the children involved, and in the children’s own voices. Anxiety issues ranging from separation to social anxiety are increasingly being identified in children at primary health care and school-based support services (Pahl et al 2012; Sawyer et al 2000).

Objectives

Methods

Results

Discussion

Conclusion