Impact of a Mindfulness-based Intervention on Well-being and Mental Health of Elementary School Children
- Conditions
- Mindfulness-based InterventionMental Health Wellness 1Elementary School Children
- Registration Number
- NCT06346002
- Lead Sponsor
- Bishop's University
- Brief Summary
Background: Prevention programs for children such as mindfulness-based interventions (MBIs) are often implemented in schools to prevent psychological disorders from emerging and contribute to children' mental health.
Aim: This study used a randomized cluster design and assessed the impact of a MBI on well-being and mental health of elementary school children's.
Method: 13 elementary school classrooms were randomly allocated to the experimental condition (7 classrooms, n = 127 students) or the waitlist control condition (6 classrooms, n = 104 students). Participants in the experimental condition received a 10-week MBI.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 231
- Attending the Préville Elementary School
- Spoke sufficient French to fill out questionnaires
- Not attending the Préville Elementary School
- Level of French was not good enough to fill out questionnaires
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Primary Outcome Measures
Name Time Method Symptoms of Mental Health Disorders Baseline, post-intervention (10 weeks) Children completed selected items from the self-report version of the anxiety (three items, e.g., "I worry about little things"), depression (five items, e.g., "Nothing ever goes right for me") and inattention (4 items, e.g., " I forget to do things") subscales of the Behavior Assessment Scale for Children (BASC II)
Basic Psychological Needs Satisfaction Baseline, post-intervention (10 weeks) Participants rated how competent, autonomous, and related they felt in school, by answering a nine-item scale adapted from a scale used in a previous, similar study \[57\]. Children were asked to rate their agreement with items such as "In school, I feel free to be myself" (autonomy); "I am able to reach my goals" (competence) and "In my relationship with others, I feel appreciated" (relatedness) on a 5-point Likert scale ranging from 1 (almost never) to 5 (almost always).
Process Measure Baseline, post-intervention (10 weeks) Finally, participants completed the Mindful Attention and Awareness Scale for Children (e.g., "I find it hard to stay focused on what's happening in the present moment."; \[58\]) to evaluate pre-to-post changes in their mindfulness abilities. They rated their agreement with each item on a 6-point Likert scale ranging from 1 (never) to 6 (almost always). A higher score on this scale indicates lower levels of mindfulness.
- Secondary Outcome Measures
Name Time Method
Trial Locations
- Locations (1)
École primaire Préville
🇨🇦Saint-Lambert, Quebec, Canada
École primaire Préville🇨🇦Saint-Lambert, Quebec, Canada