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Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study

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  • Adam Koncz

    (Doctoral School of Psychology, ELTE Eötvös Loránd University, 1064 Budapest, Hungary
    Institute of Psychology, ELTE Eötvös Loránd University, 1064 Budapest, Hungary
    MTA-ELTE Lendület Adaptation Research Group, The Hungarian Academy of Sciences, 1064 Budapest, Hungary
    Institute of Health Promotion and Sport Sciences, ELTE Eötvös Loránd University, 1117 Budapest, Hungary)

  • Ferenc Köteles

    (Institute of Health Promotion and Sport Sciences, ELTE Eötvös Loránd University, 1117 Budapest, Hungary)

  • Zsolt Demetrovics

    (Institute of Psychology, ELTE Eötvös Loránd University, 1064 Budapest, Hungary
    Centre of Excellence in Responsible Gaming, University of Gibraltar, Gibraltar GX11 1AA, Gibraltar)

  • Zsofia K. Takacs

    (School of Health in Social Science, University of Edinburgh, Edinburgh EH8 9AG, UK)

Abstract

Background: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social–emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. Participants and methods: the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated ( M age = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. Results: no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. Conclusions: a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools.

Suggested Citation

  • Adam Koncz & Ferenc Köteles & Zsolt Demetrovics & Zsofia K. Takacs, 2021. "Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study," IJERPH, MDPI, vol. 18(23), pages 1-16, November.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:23:p:12630-:d:691759
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    References listed on IDEAS

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    1. Brandy R. Maynard & Michael R. Solis & Veronica L. Miller & Kristen E. Brendel, 2017. "Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students," Campbell Systematic Reviews, John Wiley & Sons, vol. 13(1), pages 1-144.
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