Researchers conducted a 16-week school-based mindfulness program for 259 internal migrant students in China between the ages of 9 and 12. The study compared this program to an active psychoeducation control group to see how it affected anxiety, depression, and other social behaviors.
While the study found that mindfulness did not provide a significant advantage over psychoeducation for most general outcomes, it did show specific improvements. Students in the mindfulness group showed better results in positive affect, learning autonomy, and mindful acceptance. Additionally, students with clinical-level symptoms showed a reduction in internalizing problems. Some specific groups, such as fifth-grade girls, showed gains in sociocultural adjustment.
Because the benefits were modest and only appeared in specific areas or for certain groups, the results are not yet enough to say mindfulness is a superior treatment. The study suggests that while mindfulness has some benefits, it may not replace other standard methods for all students. It highlights the need for targeted strategies that fit the specific needs of migrant students.
