ERIC Number: EJ1100907
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 47
Pause, Breathe, Smile: A Mixed-Methods Study of Student Well-Being Following Participation in an Eight-Week, Locally Developed Mindfulness Program in Three New Zealand Schools
Bernay, Ross; Graham, Esther; Devcich, Daniel A.; Rix, Grant; Rubie-Davies, Christine M.
Advances in School Mental Health Promotion, v9 n2 p90-106 2016
Children today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills; therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children experienced improved well-being after an eight-week mindfulness program, and (2) understand their perceptions of the program. Participants completed these self-rated scales: the Mindful Awareness Attention Scale for Children and the Stirling Children's Well-being Scale. Six children were interviewed about their perceptions and classroom teachers' observations were reviewed. Quantitative data indicated a steady increase in students' mindfulness, while well-being increased significantly but returned to baseline levels at three-month follow up. Changes in mindfulness were positively related to changes in well-being. The study results suggest the importance of offering mindfulness-based programs for potential improvements in students' well-being.
Descriptors: Mixed Methods Research, Well Being, Student Participation, Foreign Countries, Perception, Metacognition, Attention Control, Attention, Stress Variables, Elementary School Students, Interviews, Student Attitudes, Classroom Observation Techniques, Mental Health, Anxiety, Student Behavior, Journal Writing, Semi Structured Interviews, Questionnaires, Correlation, Control Groups, Pretests Posttests, Student Journals, Likert Scales, Preadolescents
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand