Perceived Benefits of Mindfulness and Health Education Programs for Minoritized Adolescents: A Qualitative Analysis

• Published in: Mindfulness 2023-06, Vol.14 (6), p.1346-1361
• Main Authors: Dariotis, Jacinda K., Mabisi, Keren, Jackson-Gordon, Rachel, Rose, Emma Jane, Fishbein, Diana H., Mendelson, Tamar
• Format: Article
• Language: English
• Subjects: Behavioral Science and Psychology; Black students; Child and School Psychology; Cognitive Psychology; Health education; Intervention; Low income groups; Mindfulness; Original Paper; Pediatrics; Perceptions; Physiology; Prevention programs; Psychology; Public Health; Qualitative research; Secondary school students; Secondary schools; Social Sciences; Stress; Student attitudes; Teenagers; Trauma
• ISSN: 1868-8527; 1868-8535
• DOI: 10.1007/s12671-023-02147-y

Objectives In the context of adverse social conditions, adolescents may not progress to adulthood with the emotional and behavioral skills needed to effectively navigate inevitable life challenges. Appropriately timed, evidence-based interventions have the potential to improve youth developmental trajectories. This qualitative study explored adolescents’ perceptions of two different types of school-based programs designed to promote healthy development and decision-making: mindfulness and health education. Method Focus group data were analyzed to explore adolescent perceptions of how the programs impacted them. Ninth grade students ( n  = 79) in three schools serving marginalized urban communities, where traumatic experiences are common, were randomly assigned to one of the two interventions as part of a trial to identify mechanisms of behavioral change. Separate focus groups were conducted for participants in the mindfulness and health education programs at each school ( n  = 6 focus groups). Of the 70 participants who attended one or more program sessions, 45 participated in a focus group (mean age: 14.7 years; 86.7% Black; 51.1% female). Results Four themes were identified through analysis of the focus group data: (1) enhanced emotional intelligence–emotion recognition, perspective taking, and empathy (mindfulness only); (2) a mindset shift toward cognitive control through greater focus, awareness, and intentionality; (3) utilizing program skills in other contexts to manage stress or make healthy choices; and (4) reinforced and transferred program learning through sharing. Conclusions Students perceived benefits of program participation, many of which overlapped between programs. Enhanced emotional intelligence was unique to the mindfulness-based intervention. These findings have implications for the development and adaptation of school-based programs and selection of comparison or active control conditions in intervention trials. Preregistration This study is registered with clinicaltrials.gov (NCT03989934).