scholarly journals Age-Related Differential Effects of School-Based Sitting and Movement Meditation on Creativity and Spatial Cognition: A Pilot Study

Children ◽  
2021 ◽  
Vol 8 (7) ◽  
pp. 583
Author(s):  
Fabio Marson ◽  
Antonio De Fano ◽  
Michele Pellegrino ◽  
Caterina Pesce ◽  
Joseph Glicksohn ◽  
...  
Keyword(s):  
Pilot Study ◽  
Spatial Cognition ◽  
Well Being ◽  
Grounded Cognition ◽  
Older Children ◽  
School Based ◽  
Age Related ◽  
Extra Curricular Activities ◽  
8Th Grade ◽  
School Based Interventions

Psychophysical well-being can be supported during development by the integration of extra-curricular activities in scholastic settings. These activities can be implemented in different forms, ranging from physical activities to sitting meditation practices. Considering that both such activities are thought to affect children’s psychophysical development, a movement-based meditation that combines the two approaches−in the form of a short daily activity−could represent a powerful tool to promote healthy physical and mental development. Consequently, the current pilot study aimed to examine the effect of short daily school-based sitting and movement meditation trainings on creativity and spatial cognition. Utilizing a crossover design, we evaluated their feasibility and efficacy at different ages among children (n = 50) in 5th to 8th grade. We observed that 5 weeks of daily training in sitting and movement meditation techniques improved children’s cognition differently. Specifically, younger children showed greater creativity and better spatial cognition following the movement-based meditation, while older children showed greater enhancement in these areas following sitting meditation training. This suggests that training can affect children’s cognition differently depending on their developmental stage. We discuss these results within the framework of embodied and grounded cognition theories. Information on feasibility and age-related effect sizes derived from the current study paves the way for future well-powered larger-scale efficacy studies on different forms of school-based interventions to cognitive development promotion.

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

scholarly journals Get(ting) to the Start Line – the evaluation of an innovative intervention to address adolescents’ school-related stress and anxiety

2020 ◽  
Vol 26 (3) ◽  
pp. 642-663 ◽  
Author(s):  
Lorraine Cale ◽  
Jo Harris ◽  
Oliver Hooper
Keyword(s):  
Physical Activity ◽  
Psychological Health ◽  
Online Survey ◽  
Well Being ◽  
Post Intervention ◽  
School Based ◽  
East Midlands ◽  
Start Line ◽  
School Based Interventions ◽  
Related Stress

There are growing concerns over young people’s mental health, the academic pressures they face, and the association between school-related stress and health. Given this, alongside the known benefits of physical activity for psychological health, the need for school-based interventions with a physical activity focus seems justified. This paper reports on findings from the evaluation of a pilot of ‘Get to the Start Line’, an innovative school-based programme designed to address adolescents’ school-related stress and anxiety. The research adopted a mixed-methods approach and a pre- and post- design. Six schools from the East Midlands, UK, and selected year 11 pupils (aged 15–16) identified as experiencing examination-related stress and anxiety, participated in the programme. The programme was coordinated by a school champion (a staff member), delivered by an athlete mentor, and comprised six workshops. Data were collected from school champions and athlete mentors via an online survey following each workshop, and via semi-structured focus groups and interviews with pupils and school champions, respectively, pre-, mid- and post-intervention. Schools also provided relevant pupil data. The findings revealed the programme to be positively received by most pupils and to result in positive outcomes such as reported reductions in examination-related stress and anxiety for some, and fewer pupil well-being referrals. However, various challenges and limitations of the programme were identified, and recommendations were made for its future development. Therefore, whilst some of the findings were encouraging, further research into the implementation and impact of this and other such programmes is needed.

scholarly journals Universal, school-based interventions to promote mental and emotional well-being: what is being done in the UK and does it work? A systematic review

BMJ Open ◽  
2018 ◽  
Vol 8 (9) ◽  
pp. e022560 ◽  
Author(s):  
Karen Mackenzie ◽  
Christopher Williams
Keyword(s):  
Mental Health ◽  
Outcome Measure ◽  
Well Being ◽  
Study Quality ◽  
Methodological Issues ◽  
Positive Effects ◽  
School Based ◽  
School Based Interventions ◽  
The Uk

ObjectivesThe present review aimed to assess the quality, content and evidence of efficacy of universally delivered (to all pupils aged 5–16 years), school-based, mental health interventions designed to promote mental health/well-being and resilience, using a validated outcome measure and provided within the UK in order to inform UK schools-based well-being implementation.DesignA systematic review of published literature set within UK mainstream school settings.Data sourcesEmbase, CINAHL, MEDLINE, PsycINFO, PsychArticles, ASSIA and Psychological and Behavioural Sciences published between 2000 and April 2016.Eligibility criteriaPublished in English; universal interventions that aimed to improve mental health/emotional well-being in a mainstream school environment; school pupils were the direct recipients of the intervention; pre-post design utilised allowing comparison using a validated outcome measure.Data extraction and synthesis12 studies were identified including RCTs and non-controlled pre-post designs (5 primary school based, 7 secondary school based). A narrative synthesis was applied with study quality check.1ResultsEffectiveness of school-based universal interventions was found to be neutral or small with more positive effects found for poorer quality studies and those based in primary schools (pupils aged 9–12 years). Studies varied widely in their use of measures and study design. Only four studies were rated ‘excellent’ quality. Methodological issues such as small sample size, varying course fidelity and lack of randomisation reduced overall study quality. Where there were several positive outcomes, effect sizes were small, and methodological issues rendered many results to be interpreted with caution. Overall, results suggested a trend whereby higher quality studies reported less positive effects. The only study that conducted a health economic analysis suggested the intervention was not cost-effective.ConclusionsThe current evidence suggests there are neutral to small effects of universal, school-based interventions in the UK that aim to promote emotional or mental well-being or the prevention of mental health difficulties. Robust, long-term methodologies need to be pursued ensuring adequate recording of fidelity, the use of validated measures sensitive to mechanisms of change, reporting of those lost to follow-up and any adverse effects. Further high-quality and large-scale research is required across the UK in order to robustly test any long-term benefits for pupils or on the wider educational or health system.

scholarly journals Physical Activity Habits and Well-Being among 6-Year-Old Children: The “Improving Umbrian Kids’ Healthy Lifestyle”, an Uncontrolled Pilot Study Project

2020 ◽  
Vol 17 (17) ◽  
pp. 6067
Author(s):  
Roberto Pippi ◽  
Livia Buratta ◽  
Alessandro Germani ◽  
Carmine Giuseppe Fanelli ◽  
Claudia Mazzeschi
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Physical Education ◽  
Healthy Lifestyle ◽  
Well Being ◽  
Self Report ◽  
Assessment Methodology ◽  
Height Ratio ◽  
School Based ◽  
Waist To Height Ratio

There is evidence that promoting physical activity programs and decreasing sedentary behavior is a potential strategy for improving health-outcomes, peer relationships and social/emotional well-being in at-risk youth. The World Health Organization recommends enhancing physical education and school-based programs with multi-component and evidence-based assessment methodology. In Umbria (Italy) an uncontrolled pilot study project referred to as “Improving Umbrian kids’ healthy lifestyle” was implemented as a systemic school-based intervention directed at 6-year-old primary school children. The intervention applied a consolidated assessment methodology developed by the C.U.R.I.A.Mo. and Eurobis projects that inserted two hours per week of physical education activity into the school curriculum, structured and supervised by specialists with Exercise and Sport Science degrees, for eight months (from October to June) of the school year. We measured anthropometric values (BMI, waist circumference, waist-to-height ratio index) with objective tools. Moreover, we evaluated physical performance variables (speed, strength, and flexibility) using standard tests. Additionally, self-report measures (measured physical activity during the week, sedentary habits, and psychological well-being) were assessed using validated questionnaires. We observed a significant decrease in waist to height ratio, and improvements in physical performance values and self-report questionnaire measures. Our study suggests that the promotion of physical activity in the school setting is likely to result in physically, mentally, and psycho-socially healthier primary-school-age children.

Challenging sustainability in school-based intervention in Nicaragua

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonathan Pettigrew ◽  
Robert Razzante ◽  
Joshua Allsup ◽  
Yu Lu ◽  
Colter D. Ray
Keyword(s):  
Latin American ◽  
Intervention Program ◽  
Community Support ◽  
Content Type ◽  
School Directors ◽  
Sustainability Planning ◽  
School Based ◽  
8Th Grade ◽  
School Based Interventions ◽  
Latin American Countries

PurposeThe current study identifies successes and limitations of sustaining Dale se Real (DsR) as a school-based educational intervention program related to drugs and violence for 7th and 8th grade students in Nicaragua, Central America. As evidence-based interventions are transported and imported across national borders, issues surrounding their adaptation and sustainability become important targets for investigation.Design/methodology/approachInterviews were conducted with nine key informants (e.g. school directors, implementers) from seven institutions, four of which sustained DsR and three of which did not. This study explores DsR's fit with the institutions' missions and routines, program adaptability, broader community support and sustainability planning.FindingsFindings demonstrate two emerging views of sustainability within the Nicaraguan schools: a deficit approach and an empowerment approach. These two approaches imply different motivational structures for institutions and also led to the practical finding that developers and trainers need to provide structured or formal ways of empowering schools to continue implementing a program after staff no longer routinely contact them.Originality/valueThis study contributes a particular case on what facilitates and impedes sustainability of school-based interventions that can inform future intervention research in Latin American countries.

scholarly journals Developing Interventions for Children’s Exercise (DICE): A Pilot Evaluation of School-Based Exercise Interventions for Primary School Children Aged 7 to 8 Years

2014 ◽  
Vol 11 (4) ◽  
pp. 699-704 ◽  
Author(s):  
Karen Hind ◽  
David Torgerson ◽  
Jim McKenna ◽  
Rebecca Ashby ◽  
Andy Daly-Smith ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Primary Schools ◽  
School Setting ◽  
Well Being ◽  
Primary School Children ◽  
School Environments ◽  
Exercise Interventions ◽  
Full Support ◽  
School Based

Background:Developing Interventions for Children’s Exercise (DICE) is an initiative aimed at determining effective schoolbased exercise programs. To assess feasibility, we conducted a pilot study of exercise sessions which varied in duration and frequency.Methods:Exercise interventions were delivered to Year 3 pupils (age 7–8 years; n = 73) in primary schools within Yorkshire, UK. Evaluations were conducted using focus group sessions, questionnaires and observations.Results:The study revealed positive aspects of all interventions, including favorable effects on children’s concentration during lessons and identified the value of incorporation of the DICE concept into curriculum lessons. Children appeared enthused and reported well-being and enjoyment. Areas requiring attention were the need for appropriate timetabling of sessions and ensuring the availability of space.Conclusion:The concept and sessions were well-accepted by teachers who confirmed their full support of any future implementation There appears to be potential for the encouragement and empowerment of teachers to support physical activity and healthy school environments, and to take an interest in the health of their pupils. Ultimately, these findings should assist in the design of successful exercise interventions in the school setting.

School-Based Interventions and Subjective Well-Being

2021 ◽  
pp. 1-9
Author(s):  
Shane R. Jimerson ◽  
Matthew Ruderman ◽  
Amanda B. Nickerson ◽  
David N. Miller ◽  
Mihya Weber
Keyword(s):  
Well Being ◽  
Subjective Well Being ◽  
School Based ◽  
School Based Interventions

School-Based Interventions and Subjective Well-Being

2021 ◽  
pp. 1-9
Author(s):  
Shane R. Jimerson ◽  
Amanda B. Nickerson ◽  
David N. Miller ◽  
Mihya Weber
Keyword(s):  
Well Being ◽  
Subjective Well Being ◽  
School Based ◽  
School Based Interventions
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