Summary: Teacher-led mindfulness training in primary schools improves wellbeing, builds emotional resilience, and increases optimism among children aged 9–12, helping to offset some effects of stress.
Source: University of Derby
New research from the University of Derby, conducted in partnership with the Derbyshire Educational Psychology Service, shows that regular mindfulness sessions delivered in the classroom can measurably improve the mental health and outlook of school-age children.
Across a year-long regional programme, more than 1,000 pupils aged 9 to 12 in 25 Derbyshire schools took part in weekly 45-minute mindfulness classes for nine consecutive weeks. The sessions were taught by school teachers within normal classroom settings as part of a collaborative project led by Dr. William Van Gordon, Associate Professor in Contemplative Psychology, and the Derbyshire Educational Psychology Service.
Mindfulness is a contemplative practice that cultivates present-moment awareness and calm. In these school sessions, children practiced mindful breathing, body awareness and focused-attention exercises designed to strengthen attention control and emotional awareness. Activities were age-appropriate and aimed at building practical skills pupils can use to manage stress and regulate emotions.
To assess impact, pupils completed validated psychological measures before the programme began and again after it finished. The research evaluated wellbeing with the Stirling Children’s Wellbeing Scale and emotional resilience using the Resiliency Scale for Children and Adolescents.
Results demonstrated clear, statistically significant benefits. Children showed improved positive emotional states and a more optimistic outlook following the intervention. Measured dimensions of resilience also increased: optimism rose by 10%, tolerance (the ability to cope with frustration and challenge) improved by 8%, and self-efficacy—children’s confidence in their ability to cope using their skills and available resources—increased by 11%.
Professor Van Gordon commented that the study’s findings support the view that teacher-delivered mindfulness can enhance wellbeing and resilience in children and adolescents. He emphasised that these outcomes align with broader evidence linking school-based mindfulness programmes to greater emotional stability, reduced stress and improved coping skills in young people.
The researchers also note the preventative potential of early interventions: teaching mindfulness skills at a young age can contribute to lowering the likelihood of mental health problems developing later in adolescence and adulthood by strengthening protective factors such as optimism and self-efficacy.
About this psychology research news
Source: University of Derby
Contact: Press Office – University of Derby
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Original Research: Closed access.
Title: “Effects of a regional school-based mindfulness program on students’ levels of Wellbeing and resiliency” by William Van Gordon et al., International Journal of Spa and Wellness
Abstract
Effects of a regional school-based mindfulness program on students’ levels of Wellbeing and resiliency
Mindfulness has shown promise both as a therapeutic tool and as a preventative approach for mental health among school-aged children. Despite growing interest, relatively few large-scale studies have focused specifically on pre-adolescent and early-adolescent age groups.
This study evaluated a regional, multi-site, school-based mindfulness programme delivered to UK pupils aged 9–12. A total of 1,138 children who took part in the mindfulness training completed the Resiliency Scale for Children and Adolescents and the Stirling Children’s Wellbeing Scale before and after the intervention. The data showed significant improvements in positive emotional state, positive outlook and overall resiliency. Importantly, resilience gains were maintained at a six-month follow-up assessment, indicating sustained benefit beyond the immediate post-intervention period.
Overall, the findings support the use of teacher-led mindfulness programmes in schools to promote emotional wellbeing and strengthen resilience among children. Embedding mindfulness into school curricula or pastoral support provision may offer a scalable, preventative approach to improving young people’s mental health and equipping them with lifelong emotional regulation skills.