Peer-reviewed article
Implementation and evaluation of a mindfulness based program for children in a school setting in france
Monsillion J, Zebdi R, Romo L ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study evaluated a mindfulness-based intervention programme delivered to elementary school children in France over 9 sessions. The programme aimed to improve mental health, emotional regulation and quality of life. Results were mixed: about one-third of children showed reduced depressive symptoms, one-third showed no change, and one-third showed slight increases. Children and families reported perceived improvements in emotional regulation and school climate.
Key points
- 33% of participants showed decreased depressive symptoms, 33% showed no change, and 33% showed slight increase post-intervention
- 50% of participants showed decreased anhedonia and 50% showed improvement in worry and hypersensitivity
- Qualitative analysis reported perceived improvements in emotional regulation and mindfulness abilities
- Participants reported positive effects on family and school climate
- Study was significantly impacted by COVID-19 confinement
Limitations
The study was substantially disrupted by COVID-19, which likely affected both implementation fidelity and participant outcomes. The small sample size and mixed quantitative results limit confidence in the intervention's effectiveness.
Abstract
Introduction Mindfulness-based interventions (MBIs) held within an academic context continue to develop at an international scale, and continue to show benefits for children, specifically on cognitive functioning and emotional regulation (Theurel, Gimbert, Gentaz, 2018). Objectives The aim of this study is to demonstrate the relevance of implementing MBIs within French elementary school settings, in order to promote mental health, positive pedagogy and quality of life. Methods This study utilizes the Belgian program “Gestion des émotions par la pratique de la Pleine Conscience” (Emotional regulation using Mindfulness practices) (Deplus, 2015) and compares an experimental group participating in 9 MBI sessions to a control group “waiting list”. An interpretative phenomenological analysis at post-test investigates participant’s perception on the effects of the intervention on familial and school climates. Results The results of this study have been highly impacted by COVID19 (confinement).Quantitative results reveal that 33% of the participants (n=6) show a decrease in depressive symptoms, 33% show no change and 33% show a slight increase, post-intervention (T2). Results also suggest a decrease in anhedonia in 50% of the participants. 50% of participants show an improvement with regards to worrying and hypersensitivity. Qualitative analysis puts forth perceived improvements on emotional regulation and mindfulness abilities of participants, which has shown to have positive effects on familial climate. Conclusions We estimate that the implementation of such a MBI in a school setting will favour the development of executive functions and emotional regulation, allowing children to develop resilience towards stress and anxious-depressive affects. We also expect the intervention to help develop socio-emotional abilities and well-being in French schools.