Impact of a Mindfulness-based Intervention on Well-being and Mental Health of Elementary School Children

Bishop's University

Status: Completed

Conditions: Elementary School Children; Mental Health Wellness 1; Mindfulness-based Intervention

Treatments: Behavioral: Mindfulness-based intervention

Study type: Interventional

Funder types: Other

Identifiers

NCT06346002

2026_e_2017

Details and patient eligibility

About

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.

Enrollment: 231 patients

Sex: All

Ages: 8 to 12 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Attending the Préville Elementary School
• Spoke sufficient French to fill out questionnaires

Exclusion criteria

• Not attending the Préville Elementary School
• Level of French was not good enough to fill out questionnaires

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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231 participants in 2 patient groups

Mindfulness-based condition

Experimental group

Description:

Classes assigned to this condition received the mindfulness-based intervention. The MBI program implemented comprised ten weekly sessions. Activities were drawn from the Mission Méditation program, a MBI intervention specifically tailored for elementary school children. Activities comprised in this intervention encompassed formal (e.g., body scan, sitting, and breathing meditation) and informal meditations (e.g., mindful eating, listening, and touching, mindful walking), as well as positive psychology exercises (e.g., taking care of oneself, gratitude). The weekly sessions, lasting 45 to 60 minutes each, were delivered in a group format by the teachers themselves, in their classroom.

Treatment:

Behavioral: Mindfulness-based intervention

Wait-list control

No Intervention group

Description:

Placed on waitlist and then offered the intervention once the data collection phase was over.