Mindfulness effects on anxiety, well-being, and mindfulness abilities among students in 3rd Grade to 5th Grade

The Aim of this study is to present results from one of the first Mindfulness-Based Interventions (MBI's) implemented in schools in France and in Belgium. It is designed for school-aged children from the French equivalents of 3rd grade class to 5th grade. The intervention "Attention works, AMT method" from Eline Snel (2012) was implemented during 8 weeks for an intervention group, with a comparison to a control group. Self-reported measures were taken from children (STAIC-Spielberger, 1973; SHS, Lyubomirsky & Lepper; KINDL-R- Ravens-Sieberer & Bullinger, 1998 & CAMM- Greco, Baer & Smith, 2011), allowing us to observe the interventions'effects on internalized symptoms, well-being and mindfulness habilities of children. No results were observed between intervention and control group in global population. However, children presenting high symptoms on these dimensions before intervention show significant results. Mindfulness gave them strategies for regulating their emotions, helped them in developing mindfulness abilities, and improved well-being. Even if results are contrasted, they still are promising for the implementation of mindfulness in schools in France and Belgium. (C) 2019 Published by Elsevier Masson SAS.