Mindfulness-Based Intervention in a Rural Compulsory School: Effects on Attention and Stress in Secondary School Students
DOI:
https://doi.org/10.12795/CP.2024.i33.v2.08Keywords:
Mindfulness, Mindfulness, Rural School, Secondary Education, Stress and MindfulnessAbstract
The study analyzes the effect of a mindfulness program on high school students in the rural municipality of Tejeda, Canary Islands, who have experienced high levels of stress due to the COVID-19 pandemic and recurrent forest fires. These events negatively impacted their mental health, academic performance, and emotional stability. The intervention included adapted mindfulness practices integrated into the curriculum, evaluating their impact on attention, stress, and mindfulness variables in two groups: a rural school (CEO) and an urban high school (IES).
The results show that the CEO group, which received the intervention, experienced significant improvements in mindfulness (p<0.05), with an increase in attention scores. In addition, a trend towards stress reduction was observed, although without reaching statistical significance (p>0.05). No significant differences were found in mindfulness, possibly due to the methodology used.
These findings underscore the importance of integrating mindfulness programs in rural school settings to promote cognitive development and resilience in the face of stress. Although the intervention showed benefits in attention and a possible reduction in stress, more intensive implementation is recommended to achieve more significant changes in mindfulness and stress levels. Future studies should explore longer-term effects.
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