Mindfulness Training for Elementary School Students

Mindfulness—being aware of the present moment without judgment—contrasts with Western outcome-focused thinking. A 24-week mindfulness training program for first, second, and third graders, involving breathwork, bodyscan, movement, and sensorimotor exercises, led to significant differences in attention measures between students who participated and those who did not. The findings suggest the training helped children focus and pay attention.

Study at a glance

Abstract

Abstract Mindfulness is the cognitive propensity to be aware of what is happening in the moment without judgment or attachment to any particular outcome. This concept flies in the face of modern, Western philosophical outcomes-based thinking about events and activities. This article presents results of a formative evaluation of whether participation in a mindfulness training program affected first, second, and third grade students' outcomes on measures of attention. The training was designed and intended to help students learn to focus and pay attention. The 24-week training employed a series of exercises including breathwork, bodyscan, movement, and sensorimotor awareness activities. Results from three attentional measures administered to the students show significant differences between those who did and did not participate in mindfulness practice training. Results are discussed and recommendations are made for future work in this developing field of interest.