Attention Problems and Mindfulness: Examining a School Counseling Group Intervention With Elementary School Students

Abstract

The researchers examined the effectiveness of a mindfulness-based attention group with elementary school students struggling with attention problems. The results revealed that students in the intervention group were more likely to improve their on-task behavior and decrease their attention problems during the group compared to students in the comparison group. The intervention group demonstrated improvements ranging from debatably effective to very effective for improving mindfulness. We discuss implications for using the intervention.