Exploration of the impact of a school-based mindfulness programme with students who are experiencing social, behavioural and/or emotional and well-being difficulties, alongside literacy difficulties

Measures of well-being, self-esteem and mindfulness were completed by both groups pre- and post-intervention, with participants’ views of the intervention explored during a focus group. Results showed a large significant interaction effect between group and time on students’ ratings of well-being, indicating that the intervention led to improvements in well-being. No significant changes in self-esteem and levels of mindfulness were measured.

Thematic analysis of the focus group data showed the Paws b programme was well liked by the participants, particularly the curriculum content and the mindfulness techniques and practices. Several benefits of taking part in the intervention in relation to improved relationships, being better able to recognise and respond to emotions experienced and feelings of calm were described by the participants. The students also expressed that they would continue to use their new skills gained and that they think others would benefit from taking part in a school-based mindfulness programme.