Mindfulness-based intervention to reduce sensitivity to anxiety in a Spanish primary education setting

Abstract

Objectives Mindfulness involves the ability to pay full and conscious attention to what is happening in the present moment. Scientific evidence supports its benefits in the educational field, contributing to the development of strategies that help students cope academically, socially and emotionally. Meta-analyses on mindfulness in the Spanish educational context reported significant improvements along the same lines. The aim of this study was to determine whether a mindfulness-based intervention for primary school students improved their sensitivity to anxiety. Method A total of 352 students (170 boys, 182 girls) aged 6 to 12 years participated in Spain. A quasi-experimental pre- test-post-test design was used, with experimental group (266 students) and control group (86 students). Anxiety sensitivity was measured with the Anxiety Sensitivity Index for Children. The intervention followed a sequential learning order based on the Mindfulness-Based Stress Reduction (MBSR) programme. Results A significant decrease in anxiety sensitivity was observed in the post-intervention measure. Additionally, compari- sons of pre-test and posttest scores in the control group revealed significant differences. In terms of effect size, the difference between pre- and post-intervention scores was close to medium (Cohen's d = 0.43). Conclusions The efficacy of the programme was confirmed, and it was shown that the mindfulness intervention was ben- eficial; in the experimental group, anxiety sensitivity decreased significantly compared to that in the control group after participation in the programme.