A moderation examination of the effects of a mindfulness-based intervention on primary school students’ symptoms of inattention, depression, and anxiety

The number of mindfulness-based interventions (MBIs) has proliferated in the last decade, as accessible evidence-based practices, to improve children’s mental health in school settings. However, some studies suggest that MBIs do not offer distinct advantages over other mental health promotion interventions. These inconsistent findings may be explained, at least in part, by the lack of a clear definition of what constitutes a MBI, as well as inconsistencies in intervention length and facilitator training. The present study was interested in the potential benefits associated with a case of this type of intervention and aimed to explore whether dispositional (i.e., trait) mindfulness and mental health indicators evolved over time in primary school children. A secondary objective meant to evaluate whether receiving a MBI could moderate the relationship between changes in mindfulness and changes in mental health indicators. Results showed that mindfulness levels were linked with indicators of mental health. Specifically, changes in mindfulness were associated with increases in inattention, anxiety and depression throughout time using structural equation modelling. Taking part in a MBI resulted in worsened outcomes for depression. Results thus lend support to exercising caution when aiming to only foster mindfulness abilities, without ensuring that children also learn the emotion regulation skills that are required to deal with the increased awareness of their difficulties. ClinicalTrials.gov trial registration number NCT06346002; trial registration date: April 3rd 2024.