School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study

ABSTRACT

This research evaluated the effects of a seven-session mindfulness intervention, Learning to BREATHE, on an ethnically diverse at-risk high school student sample. Two classrooms were randomly assigned to intervention or normal health-education programming. Results indicated significant effects to self-reported psychosocial resilience, with students receiving the intervention reporting stable levels of resilience over time and students in the control condition reporting significant reductions. Intervention groups did not evidence change to self-reported psychosocial problem behavior, school attendance, and quarterly academic grades. Findings suggest that MBI may offer an effective strategy for enhancing student dispositional resilience, and suggestions for further research are offered.

KEYWORDS:

• mindfulness
• adolescent
• resiliency
• contemplative
• psychosocial functioning

Additional information

Notes on contributors

Joshua C. Felver

Joshua Felver, PhD, is an Assistant Professor of Psychology at Syracuse University.

Adam J. Clawson

Adam Clawson, BA, is a graduate student in school psychology at Syracuse University.

Melissa L. Morton

Melissa Morton, MEd, is a graduate student in school psychology at Syracuse University.

Erica Brier-Kennedy

Erica Brier-Kennedy, MA, is a mental health professional in the Syracuse City School District.

Pamela Janack

Pamela Janack, MS, is a health education teacher in the Syracuse City School District.

Robert A. DiFlorio

Robert DiFlorio, EdD, is a high school principal in the Syracuse City School District.