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Abstract

When the COVID-19 pandemic posed barriers to traditional school-based primary prevention programs for youth, interventions quickly pivoted to online delivery. While mindfulness-based programs include those that were adapted, research on their benefits and acceptance is limited. This study examined the 12-week Inner Strength mindfulness teen program that was implemented virtually during Fall 2020, with a particular focus on modifications for remote delivery and preliminary effectiveness. The intervention was hypothesized to improve self-compassion, self-regulation, and flourishing. The analytic sample included 577 students (mean age = 16.44, SD = 0.57) who completed both pre- and posttest surveys tapping the outcomes. Students’ perceptions of the online Inner Strength Education program were captured via an open-ended question, and their responses were analyzed using thematic analysis. The effect of the program was examined using mixed effects linear models to detect within-person change over time. The results indicated significant increases in compassionate self, engagement, connection, optimism, and happiness, while uncompassionate self, self-regulation, and perseverance did not change. Most students reported that the program helped them learn skills to manage stress (75%) and increase focus/concentration (69%). Participants reported a spectrum of positive outcomes from the qualitative feedback. These findings suggest that an online mindfulness-based intervention was effective and well-received by students.

Keywords

mindfulness school-based interventions adolescents self-compassion self-regulation flourishing

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Mindfulness-Based Cognitive and Emotional Wellness Supports for Adolescents: Adaptations and Lessons Learned During the COVID-19 Pandemic

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