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16-02-2021 | ORIGINAL PAPER | Uitgave 5/2021

The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning

Tijdschrift:: Mindfulness > Uitgave 5/2021

Auteurs:: Jennifer L. Frank, Patricia C. Broderick, Yoonkyung Oh, Joy Mitra, Kimberly Kohler, Deborah L. Schussler, Charles Geier, Robert W. Roeser, Elaine Berrena, Julia Mahfouz, Joseph Levitan, Mark T. Greenberg

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Abstract

Objectives

The purpose of this study was to assess the effectiveness of a manualized mindfulness-based program for adolescents, Learning to Breathe (L2B), on indicators of adolescent social-emotional well-being, mental health, substance use, and executive function.

Methods

Participants included 251 high school students attending an urban school district who were randomly assigned to required health education classes that offered L2B or the business-as-usual health curriculum.

Results

No direct effects on self-report measures were found. Students exposed to L2B demonstrated significant improvements on executive functioning measures related to susceptibility to cognitive interference and working memory. Subsequent tests of moderation revealed beneficial program effects within the treatment group were dependent on rates of practice, and those that used L2B strategies regularly showed small-to-moderate improvements on indices of emotional awareness, emotional clarity, impulse control, social connectedness, mind-wandering, substance use, perceived stress, and self-compassion relative to controls.

Conclusions

This study provides mixed support regarding the potential effectiveness of a universal mindfulness program for high school students. The absence of direct effects on self-report measures implies that simply exposing adolescents to a mindfulness curriculum within the context of typical instruction, in the absence of supports for implementation, is unlikely to impact youth socio-emotional well-being or behavior. However, changes in EF favoring the intervention group suggest that possible benefits on tasks related to susceptibility, cognitive interference, and selective attention are possible. Tests of moderation revealed dosage effects, and students who adopt mindfulness practices can indeed benefit on multiple fronts.

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Titel: The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning
Auteurs:: Jennifer L. Frank
Patricia C. Broderick
Yoonkyung Oh
Joy Mitra
Kimberly Kohler
Deborah L. Schussler
Charles Geier
Robert W. Roeser
Elaine Berrena
Julia Mahfouz
Joseph Levitan
Mark T. Greenberg
Publicatiedatum: 16-02-2021
DOI: https://doi.org/10.1007/s12671-021-01594-9
Uitgeverij: Springer US
Tijdschrift: Mindfulness
Uitgave 5/2021
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535

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The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning

Publisher’s Note

Abstract

Objectives

Methods

Results

Conclusions

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Abstract

Objectives

Methods

Results

Conclusions

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