The Child's Perspective on the School-Based Mindfulness Programme, Paws b.
Katie Crompton, Alessandra Fasulo, Daphne Kaklamanou, Eszter Somogyi
Journal of child and family studies January 1, 2025 DOI: 10.1007/s10826-025-03047-6
Summary
Understanding children's perspectives is vital for effective mindfulness programs. This exploration of primary-school children's experiences with Paws b, a school-based mindfulness programme, used focus groups for children and reflexive thematic analysis. Participants remembered key practices, applying them daily. Children enjoyed the programme, noted self-regulation improvements, and observed positive changes in themselves and peers, highlighting the lasting impact of Paws b.
Abstract
School-based mindfulness programmes (SBMPs) are becoming widely used in primary schools, however findings regarding their effectiveness are controversial. Understanding how children describe and interpret the experience of taking part in these programmes may hold the key for improving their effectiveness. In this study we sought to gather children's views about a 12-lesson SBMP called Paws b. A week after the completion of the SBMP in five classes of two primary schools, during Personal Social and Health Education (PSHE) lessons, we conducted four focus groups with 8- and 9-year-olds. We randomly selected two girls and two boys from each class to form each focus group. The discussion was led by a different researcher that had not been associated with the delivery of the lessons. A reflexive thematic analysis was conducted on the transcribed data. We identified three major themes in children's discussions: (1) Mindfulness as instrumental for self-regulation, (2) Continued practice can lead to positive changes, and (3) Embedded memories from Paws b. The themes indicate that children remembered key practices and information, and used them in daily life. They enjoyed the training although not always from the beginning, observed changes in themselves and in their classmates and understood mechanisms through which mindfulness training can have positive effects. Implications of these findings are discussed in relation to both the content of this specific SBPM and the way in which the course was delivered.