# The Child’s Perspective on the School-Based Mindfulness Programme, Paws b

## TL;DR

This study explores how 8- to 9-year-old children experienced a 12-lesson school-based mindfulness program called Paws b, finding that they used it to manage emotions and saw positive changes over time.

## Contribution

The study provides novel insights into children's subjective experiences and understanding of a mindfulness program from their own perspective.

## Key findings

- Children used mindfulness practices to regulate negative emotions in daily life.
- They believed long-term practice could lead to positive behavioral changes.
- Participants remembered and demonstrated key practices and knowledge from the program.

## 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.

Focus groups were carried out with 8–9-year-olds to explore views and memories of the 12-lesson, school-based mindfulness programme (SMBP), Paws b.Children engaged in the focus group discussions with recollections about the teaching and examples from their and their classmates’ behaviour.Children reported using mindfulness practices to regulate negative emotions.Children explained how long-term mindfulness practice could facilitate positive change in behaviour.Children had had a positive experience with this SMBP and could name and demonstrate practices and knowledge gained from the course.

Focus groups were carried out with 8–9-year-olds to explore views and memories of the 12-lesson, school-based mindfulness programme (SMBP), Paws b.

Children engaged in the focus group discussions with recollections about the teaching and examples from their and their classmates’ behaviour.

Children reported using mindfulness practices to regulate negative emotions.

Children explained how long-term mindfulness practice could facilitate positive change in behaviour.

Children had had a positive experience with this SMBP and could name and demonstrate practices and knowledge gained from the course.