The Impact of a School Mindfulness Program on Adolescent Outcomes With Attachment as a Moderator

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Abstract

In this study, the authors explore the impact of a school-based mindfulness program on adolescent stress, wellbeing, and emotion regulation, while considering attachment as a moderator. The study employs data from a six-week mindfulness meditation program conducted in a Northeastern suburban public high school employing the .b (dot-b) mindfulness curriculum. The authors used propensity score matching to decrease selection issues, which ultimately led to a final sample of 438, with 219 participants in each of the groups, control and treatment. Results indicated that participation in the mindfulness program led to a statistically significant decline in perceived stress compared with control. No other main effects or interaction effects were found to be significant.

Authors

• Andrew James Campbell, Hood College

• Richard P. Lanthier, The George Washington University

• Shari Matray, The George Washington University