TY  - JOUR
PY  - 2024//
TI  - Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial
JO  - Scientific reports
A1  - Malboeuf-Hurtubise, Catherine
A1  - Taylor, Geneviève
A1  - Lambert, Danika
A1  - Paradis, Pier-Olivier
A1  - Léger-Goodes, Terra
A1  - Mageau, Geneviève A.
A1  - Labbé, Gabrielle
A1  - Smith, Jonathan
A1  - Joussemet, Mireille
SP  - e15894
EP  - e15894
VL  - 14
IS  - 1
N2  - Prevention programs, such as mindfulness-based interventions (MBIs), are often implemented in schools to prevent psychological disorders from emerging in children and to support their mental health. This study used a randomized cluster design to evaluate the impact of a MBI, called Mission Méditation, on the well-being and the mental health of elementary school children's. 13 classrooms of an elementary school 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. Regression analyses revealed significant differences between conditions for inattention. Participants in the MBI condition reported no change in pre- to post-intervention, whereas participants in the control condition reported pre- to post-intervention increases. <br><br>RESULTS also showed significant differences in perceived competence. Participants in the MBI condition reported a non-significant decrease in perceive competence, whereas participants in the control condition reported significantly higher perceive competence scores from pre- to post-intervention. <br><br>RESULTS do not indicate that the MBI had a significant impact on participant's well-being and mental health. This suggests that MBIs may not have an added value when compared to other preventive interventions geared towards well-being and mental health promotion in school settings.<p />  <p>Language: en</p>
LA  - en
SN  - 2045-2322
UR  - http://dx.doi.org/10.1038/s41598-024-66915-z
ID  - ref1
ER  -