Objectives Interest in mindfulness-based programs for students in school settings is growing. Few such programs exist for secondary schools in Germany and none is specifically tailored for integration into the full-year 5th grade school curriculum. Moreover, qualitative surveys of student acceptance are lacking. Therefore, this study assessed the efficacy and acceptance of a school-based mindfulness training (“8SAM”) tailored for preadolescents in the 5th grade. Methods In this feasibility study, the mindfulness training was implemented by trained classroom teachers in a German gymnasium (a type of secondary school) as part of the regular school curriculum for an entire school year. In total, 95 preadolescents aged 10–12 years participated. Following a mixed-methods approach, both quantitative and qualitative instruments were employed. Self-report measures based on the German version of the Child and Adolescent Mindfulness Measure (CAMM) were longitudinally assessed at baseline (t0), mid-intervention (t1), and post-intervention (t2). Acceptance of the training was surveyed using quantitative and qualitative self-reports. Results A one-way repeated measures ANOVA revealed a significant main effect of time (F(1.66, 151.41) = 14.23, p < 0.001, <InlineEquation ID="IEq1"> <InlineMediaObject> <ImageObject Color="BlackWhite" FileRef="12671_2025_2523_Article_IEq1.gif" Format="GIF" Height="22" Rendition="HTML" Resolution="72" Type="Linedraw" Width="18" /> </InlineMediaObject> <EquationSource Format="TEX">${\eta }_{p}^{2}$</EquationSource> <EquationSource Format="MATHML"><math> <msubsup> <mi>η</mi> <mrow> <mi>p</mi> </mrow> <mn>2</mn> </msubsup> </math></EquationSource> </InlineEquation> = 0.14), with mindfulness increasing at t1 and t2. Acceptance was more ambiguous: 52.43% of preadolescents liked the “quiet” and “calm” atmosphere or interactive exercises whereas 17% rated the training as “boring.” Conclusions The findings suggest that 8SAM (a) can be implemented by classroom teachers as part of the regular full-year 5th grade curriculum and (b) may increase mindfulness in preadolescents. Furthermore, (c) to increase preadolescents’ subjective benefits and acceptance, more age-appropriate didactic approaches need to be identified and implemented. Preregistration This study is registered at the German Clinical Trials Register (DRKS00015044).

Mindfulness in Preadolescents—A Feasibility Study on the Efficacy and Acceptance of a School-Based Training (“8SAM”)

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2025年2月7日

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Anna L. Zeislmeier,
Vanessa B. Wolter,
Jasmina Eskic,
Florian Hammerle

摘要

Objectives

Interest in mindfulness-based programs for students in school settings is growing. Few such programs exist for secondary schools in Germany and none is specifically tailored for integration into the full-year 5th grade school curriculum. Moreover, qualitative surveys of student acceptance are lacking. Therefore, this study assessed the efficacy and acceptance of a school-based mindfulness training (“8SAM”) tailored for preadolescents in the 5th grade.

Methods

In this feasibility study, the mindfulness training was implemented by trained classroom teachers in a German gymnasium (a type of secondary school) as part of the regular school curriculum for an entire school year. In total, 95 preadolescents aged 10–12 years participated. Following a mixed-methods approach, both quantitative and qualitative instruments were employed. Self-report measures based on the German version of the Child and Adolescent Mindfulness Measure (CAMM) were longitudinally assessed at baseline (t₀), mid-intervention (t₁), and post-intervention (t₂). Acceptance of the training was surveyed using quantitative and qualitative self-reports.

Results

A one-way repeated measures ANOVA revealed a significant main effect of time (F(1.66, 151.41) = 14.23, p < 0.001, ${\eta }_{p}^{2}$ $η_{p}^{2}$ = 0.14), with mindfulness increasing at t₁ and t₂. Acceptance was more ambiguous: 52.43% of preadolescents liked the “quiet” and “calm” atmosphere or interactive exercises whereas 17% rated the training as “boring.”

Conclusions

The findings suggest that 8SAM (a) can be implemented by classroom teachers as part of the regular full-year 5th grade curriculum and (b) may increase mindfulness in preadolescents. Furthermore, (c) to increase preadolescents’ subjective benefits and acceptance, more age-appropriate didactic approaches need to be identified and implemented.

Preregistration

This study is registered at the German Clinical Trials Register (DRKS00015044).