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Volume 14
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10.3390/educsci14111155
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Article

Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students

by
Sofia Magalhães
1,*,
Carolina Carvalheiras
2,
Catarina Ribeiro
2,
Cátia Francisco
2,
Cristina Mourisco
2,
Teresa Leal
1 and
Teresa Limpo
1
1
Center for Psychology, Faculty of Psychology and Education Sciences, University of Porto, 4200-135 Porto, Portugal
2
School Cluster of Lousada, 4620-499 Pias, Portugal
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(11), 1155; https://doi.org/10.3390/educsci14111155
Submission received: 4 July 2024 / Revised: 23 October 2024 / Accepted: 24 October 2024 / Published: 25 October 2024
(This article belongs to the Special Issue Intervention Programming and Assessment Practices That Promote Students’ Skills)
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Abstract

School-based mindfulness programs (SBMPs) have gained global popularity. Yet, there is a need for more rigorous procedures to develop and assess them. This study aimed to address these limitations by examining the effectiveness of a Portuguese SBMP, called SER + FELIZ(mente). The final sample included 190 third and fourth-graders: 99 in the SBMP group and 91 in a wait-list group. Effects on attentional control, emotional regulation and wellbeing were examined in the short term (T2) and 6 months later (T3). We also tested the moderating role of age, gender, and baseline scores. Using a multilevel modeling approach, results showed a clear benefit of SBMP on emotional wellbeing at T2 but not T3. Despite SBMP students surpassing wait-list students in attentional control, cognitive reappraisal, and social wellbeing at T2, these effects were due to a levelling off among SBMP students, coupled with a decline among wait-list students from T1 to T2. These effects were moderated by age at T3. While universal improvements were limited, our SBMP seemed to have acted as a shield against school stressors (i.e., likely, test anxiety at T2). This opens a new avenue for research concerning the role of SBMPs in preventing (rather than repairing) mental-health issues in elementary students.
Keywords: school-based mindfulness programs; attentional control; emotional regulation; wellbeing; elementary students school-based mindfulness programs; attentional control; emotional regulation; wellbeing; elementary students

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MDPI and ACS Style

Magalhães, S.; Carvalheiras, C.; Ribeiro, C.; Francisco, C.; Mourisco, C.; Leal, T.; Limpo, T. Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students. Educ. Sci. 2024, 14, 1155. https://doi.org/10.3390/educsci14111155

AMA Style

Magalhães S, Carvalheiras C, Ribeiro C, Francisco C, Mourisco C, Leal T, Limpo T. Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students. Education Sciences. 2024; 14(11):1155. https://doi.org/10.3390/educsci14111155

Chicago/Turabian Style

Magalhães, Sofia, Carolina Carvalheiras, Catarina Ribeiro, Cátia Francisco, Cristina Mourisco, Teresa Leal, and Teresa Limpo. 2024. "Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students" Education Sciences 14, no. 11: 1155. https://doi.org/10.3390/educsci14111155

APA Style

Magalhães, S., Carvalheiras, C., Ribeiro, C., Francisco, C., Mourisco, C., Leal, T., & Limpo, T. (2024). Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students. Education Sciences, 14(11), 1155. https://doi.org/10.3390/educsci14111155

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