The effectiveness of a mindfulness-based intervention for children’s attentional functioning.

Aim: This study sought to evaluate the impact of a 6-hour mindfulness programme (Paws .b) on mainstream primary school aged pupils’ suppressing and sustaining attention skills. Methods: A randomised control trial (RCT) design with quasi-experimental intervention cross-lag was used with two classes of 8- to 9-year-olds. Pupils and class teachers were randomly assigned to the experimental or waitlist control group, with each receiving the intervention over 6-weeks. Teacher-reported and standardised attention measures were gathered at pre- and post-intervention, and at follow-up. Findings: Within-condition comparisons revealed several significant pre- vs. post-intervention effects, the majority of which were maintained at follow-up. Between-condition comparisons revealed some significant partial condition × time-point interactions within the attention measures. Limitations: Quasi-experimental research within ecologically valid real world settings is prone to the influence of confounding variables. In this case, a change of teacher for the waitlist control group may have had a marked impact on the results. Conclusions: The research offers tentative evidence for the usefulness of Paws.b in improving attentional functioning in primary-aged children. Findings are discussed relative to mindfulness and attention literature, and implications for future research are outlined.