Exploring the Effects of a School Mindfulness-Based Intervention in French Primary Public Schools—A Pilot Study
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design and Setting
2.2. Participants and Procedure
2.3. Data Collection
2.4. Intervention
- Psycho-Educational Aspects
- Mindfulness Practices
2.5. Outcome Measures
- Executive Functions
- Symptomatology: Anxiety & Depression
- Emotional Awareness
- Mindfulness
- School Well-Being
2.6. Statistical Analyses
3. Results
3.1. Descriptive Statistics
3.2. Reliability Analysis
3.3. Efficacy of the School Mindfulness Intervention
- Anxiety
- Depression
- Mindfulness
- Emotional Awareness
- School Well-Being
- Total School Well-Being
- Executive Functions
- BRIEF-2: Global Executive Composite (GEC) scores reported by mothers
- BRIEF-2: Global Executive Composite (GEC) scores reported by father
4. Discussion
- Aims and Hypotheses
- Anxiety and Depression
- Mindfulness
- Emotional Awareness, Executive Functioning, and School Well-being
- Limitations and future directions
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Variable | N | Mean (M) | (SD) | Median | Min. | Max. | Frequency (n) | % of Total | Cumulative % |
---|---|---|---|---|---|---|---|---|---|
Age (months) | 43 | 116.00 | 9.06 | 115 | 99 | 132 | |||
Gender | |||||||||
Boys | 20 | 46.5% | 46.5% | ||||||
Girls | 23 | 53.5% | 100.0% | ||||||
Class | |||||||||
CE2 | 15 | 34.9% | 34.9% | ||||||
CM1 | 26 | 60.5% | 95.3% | ||||||
CM2 | 2 | 4.7% | 100.0% | ||||||
Format | |||||||||
After-class | 25 | 58.1% | 58.1% | ||||||
In-class | 18 | 41.9% | 100.0% | ||||||
Familial Status | |||||||||
Married | 26 | 60.5% | 60.5% | ||||||
Divorced | 9 | 20.9% | 81.4% | ||||||
Separated | 4 | 9.3% | 90.7% | ||||||
Cohabitation | 4 | 9.3% | 100.0% | ||||||
Pandemic | |||||||||
During | 25 | 58.1% | 58.1% | ||||||
Post | 18 | 41.9% | 100.0% |
Pre-Intervention (T1) | Post-Intervention (T2) | |
---|---|---|
Outcomes | M (SD) | M (SD) |
N | 29 | 27 |
Anxiety | ||
Physiological Anxiety | 4.38 (0.63) | 4.38 (0.66) |
Worry/Over-sensitivity | 5.85 (0.52) | 5.92 (0.67) |
Social Concerns/concentration | 2.85 (0.60) | 2.46 (0.50) |
Total | 13.1 (1.71) | 12.8 (1.43) |
Depression | ||
Negative Mood | 3.46 (0.72) | 3.69 (0.84) |
Interpersonal Problems | 1.23 (0.38) | 1.23 (0.44) |
Ineffectiveness | 2.38 (0.33) | 2.46 (0.46) |
Anhedonia | 4.31 (0.89) | 4.62 (0.87) |
Negative self-esteem | 1.62 (0.43) | 1.85 (0.66) |
Total | 13 (1.76) | 13.8 (2.56) |
Mindfulness | ||
Mindfulness | 19.6 (1.80) | 18.2 (1.20) |
Emotional Awareness | ||
Emotional Awareness | 60.5 (2.05) | 62.0 (1.82) |
School Well-being | ||
Teacher relationship | 16.1 (0.79) | 15.8 (0.97) |
School activities | 12.8 (1.13) | 12.6 (0.90) |
Class satisfaction | 16.8 (0.82) | 16.2 (1.07) |
Peer relationships | 15.0 (0.81) | 14.8 (0.78) |
Sense of security | 12.0 (1.12) | 12.9 (0.84) |
Evaluations | 11.8 (0.98) | 12.5 (0.84) |
Total | 84.6 (3.40) | 84.8 (3.22) |
Executive functions | ||
Mother-reported (GEC) | 152 (11.1) | 143 (10.2) |
Outcomes | Pre–Post (T1–T2) | Pre-Follow Up (T1–T3) | Post-Follow Up (T2–T3) | |||||||
---|---|---|---|---|---|---|---|---|---|---|
η2p | M Df | t | ptkey | M Df | t | ptkey | M Df | t | ptkey | |
Anxiety (RCMAS) | ||||||||||
Physiological Anxiety | 0.09 | 0.00 | 0.00 | 1.00 | 0.69 | 1.29 | 0.43 | 0.69 | 1.17 | 0.49 |
Worry/ Over-sensitivity | 0.05 | −0.08 | −0.16 | 0.97 | 0.69 | 0.86 | 0.67 | 0.77 | 0.81 | 0.70 |
Social Concerns/ concentration | 0.06 | 0.38 | 1.24 | 0.46 | 0.46 | 1.07 | 0.56 | 0.08 | 0.16 | 0.97 |
Total RCMAS | 0.09 | 0.31 | 0.44 | 0.898 | 1.85 | 1.40 | 0.37 | 1.54 | 0.97 | 0.61 |
Depression (CDI) | ||||||||||
Negative Mood | 0.02 | −0.23 | −0.36 | 0.93 | 0.46 | 0.55 | 0.85 | 0.69 | 0.72 | 0.76 |
Interpersonal Problems | 0.04 | −2.22e | −6.93e | 1.00 | 0.31 | 0.81 | 0.71 | 0.31 | 0.77 | 0.73 |
Ineffectiveness | 0.01 | −0.08 | −0.18 | 0.98 | −0.15 | 0.31 | 0.95 | −0.15 | 0.31 | 0.95 |
Anhedonia | 0.02 | −0.31 | 0.44 | 0.90 | 0.23 | 0.30 | 0.95 | 0.54 | 0.76 | 0.74 |
Negative self-esteem | 0.01 | −0.23 | −0.36 | 0.93 | −0.23 | −0.26 | 0.96 | 4.44 × 10−16 | 5.15 × 10−16 | 1.00 |
Total CDI | 0.02 | −0.85 | −0.48 | 0.87 | 0.62 | 0.24 | 0.97 | 1.462 | 0.58 | 0.83 |
Mindfulness (CAMM) | ||||||||||
Total CAMM | 0.20 | 1.46 | 0.60 | 0.83 | 5.69 | 2.44 | 0.08 | 4.23 | 1.81 | 0.21 |
Emotion Awareness (EAQ-30) | ||||||||||
Total EAQ-30 | 0.05 | −1.46 | −0.83 | 0.70 | 1.23 | 0.41 | 0.91 | 2.69 | 1.08 | 0.54 |
School Well-being (Be-Scol) | ||||||||||
Teacher relationship | 0.12 | 0.23 | 0.25 | 0.97 | 1.70 | 1.69 | 0.25 | 1.46 | 1.33 | 0.40 |
School activities | 0.02 | 0.231 | 0.25 | 0.97 | −0.54 | −0.38 | 0.93 | −0.77 | −0.71 | 0.76 |
Class satisfaction | 0.04 | 0.69 | 0.81 | 0.71 | 0.70 | 0.82 | 0.70 | 3.55 × 10−15 | 4.48 × 10−15 | 1.00 |
Peer relationships | 0.01 | 0.15 | 0.22 | 0.97 | 0.54 | 0.48 | 0.89 | 0.39 | 0.38 | 0.93 |
Sense of security | 0.10 | −0.92 | −0.86 | 0.68 | 0.70 | 0.65 | 0.80 | 1.62 | 2.19 | 0.11 |
Evaluations | 0.03 | −0.62 | −0.53 | 0.86 | −1.00 | −0.99 | 0.60 | −0.39 | −0.34 | 0.94 |
Total Be-Scol | 0.20 | −0.231 | −0.10 | 1.00 | 2.08 | 0.47 | 0.90 | 2.31 | 0.62 | 0.82 |
Outcomes | Pre–Post (T1–T2) | ||
---|---|---|---|
t | p | Cohen’s d | |
BRIEF-2 reported by mothers | |||
Total GEC | 1.04 | 0.17 | 0.35 |
BRIEF-2 reported by fathers | |||
Total GEC | 1.27 | 0.12 | 0.38 |
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Monsillion, J.; Romo, L.; Zebdi, R. Exploring the Effects of a School Mindfulness-Based Intervention in French Primary Public Schools—A Pilot Study. Pediatr. Rep. 2025, 17, 31. https://doi.org/10.3390/pediatric17020031
Monsillion J, Romo L, Zebdi R. Exploring the Effects of a School Mindfulness-Based Intervention in French Primary Public Schools—A Pilot Study. Pediatric Reports. 2025; 17(2):31. https://doi.org/10.3390/pediatric17020031
Chicago/Turabian StyleMonsillion, Jessica, Lucia Romo, and Rafika Zebdi. 2025. "Exploring the Effects of a School Mindfulness-Based Intervention in French Primary Public Schools—A Pilot Study" Pediatric Reports 17, no. 2: 31. https://doi.org/10.3390/pediatric17020031
APA StyleMonsillion, J., Romo, L., & Zebdi, R. (2025). Exploring the Effects of a School Mindfulness-Based Intervention in French Primary Public Schools—A Pilot Study. Pediatric Reports, 17(2), 31. https://doi.org/10.3390/pediatric17020031