title: The impact of mindfulness education on elementary school students: Evaluation of theMaster MindProgram.
abstract: Children need to be equipped with the skills to respond effectively to stress and prevent poor decision-making surrounding alcohol and tobacco use. Training and practice in mindfulness is one possible avenue for building children's skills. Recent research has revealed that mindfulness education in the classroom may play a role in enhancing children's self-regulatory abilities. Thus, the goal of the current study was to extend existing research in mindfulness education in classrooms and conduct an assessment of the feasibility and effectiveness of a new mindfulness education, substance abuse prevention program for 4thand 5thgrade children (Master Mind). Two elementary schools were randomly assigned to be an intervention group (N = 71) or waitlist control group (N = 40). Students in the intervention group were taught the four-weekMaster Mindprogram by their regular classroom teachers. At pre- and post-intervention time points, students completed self-reports of their intentions to use substances and an executive functioning performance task. Teachers rated students on their behavior in the classroom. Findings revealed that students who participated in theMaster Mindprogram, as compared to those in the wait-list control condition, showed significant improvements in executive functioning skills (girls and boys), as well as a marginally significant increase in self-control abilities (boys only). In addition, significant reductions were found in aggression and social problems (girls and boys), as well as anxiety (girls only). No significant differences across groups were found for intentions to use alcohol or tobacco. Teachers implemented the program with fidelity; both teachers and students positively rated the structure and content of theMaster Mindprogram, providing evidence of program satisfaction and feasibility. Although generalization may be limited by the small sample size, the findings suggest that mindfulness education may be beneficial in increasing self-regulatory abilities, which is important for substance abuse prevention.
authors.affiliation: innovation Research & Training.
authors.forename: Alison E
authors.initials: AE
authors.lastname: Parker
authors.affiliation: innovation Research & Training.
authors.forename: Janis B
authors.initials: JB
authors.lastname: Kupersmidt
authors.affiliation: The Pennsylvania State University.
authors.forename: Erin T
authors.initials: ET
authors.lastname: Mathis
authors.affiliation: innovation Research & Training.
authors.forename: Tracy M
authors.initials: TM
authors.lastname: Scull
authors.affiliation: North Carolina State University.
authors.forename: Calvin
authors.initials: C
authors.lastname: Sims