Art-Based Mindfulness at School: An Integration of Technology, Visual Art, and Healing Practices for Youth

• In Event: Prevalence of Arts Engagement in Childhood and Associated Benefits for Cognitive, Physiological, and Social-Emotional Outcomes

Abstract

As schools are increasingly tasked with improving student outcomes related to both academic and social and emotional wellbeing, digital interventions are becoming utilized as viable tools for successful outcomes. This study aimed to measure the effectiveness of a culturally responsive, art-based mindfulness intervention called L.A.U.G.H.® (Let Art Unleash Great Happiness), in a diverse sample of 243 elementary school students. Using an iPad app, students practiced mindful breathing and created digital art in their classrooms. The app also measured students' moods, school connectedness, and joy of learning. The study design was a one-group repeated measure intervention design where ratings were compared between Weeks 1, 4, 8, and 12 of the intervention. Results indicated that L.A.U.G.H.® time improved and increased students’ moods, School Connectedness, and Joy of Learning over time. Race played a significant role in how students rated their feelings about school, with significant effects that emerged among Black/African American and Asian American/Pacific Islander students. Both groups began with the lowest ratings of school connectedness and demonstrated significant improvements by Week 8. This study reveals results from a digital mindfulness intervention and highlight the importance of a nuanced study of differential impacts of such interventions among diverse students. New findings related to dosage effects and multiyear participation will be presented.

Author

• Janine Jones, University of Washington
  Presenting Author