Fifth graders who completed an 8-week school-based mindfulness training showed significant improvements on a computerized measure of cognitive flexibility and received higher end-of-year social-emotional learning grades compared to a wait-list control group, after accounting for prior-year grades. The 292 students from 21 classrooms were randomly assigned to either the mindfulness program or a control condition. Teacher-rated social-emotional competence did not differ between groups. The results suggest that a brief mindfulness intervention can bolster cognitive and social-emotional skills during the transitional pre-adolescent period.
Meditation app users who reported increased positive feelings and decreased negative feelings during practice showed greater reductions in psychological distress, both immediately after the program and three months later. In a randomized trial with 243 distressed public school employees, most of whom had clinically elevated depression or anxiety, negative affect during meditation declined over time while positive affect remained stable. Changes in positive affect predicted later distress more strongly than changes in negative affect. The findings challenge the common mindfulness emphasis on nonjudgmental awareness regardless of emotional tone, suggesting that the affective quality of meditation experience matters for outcomes and could guide personalized intervention.