Abstract
BACKGROUND: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social-emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. PARTICIPANTS AND METHODS: the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated (M(age) = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. RESULTS: no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. CONCLUSIONS: a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools.