Gender differences in response to a school-based mindfulness training intervention for early adolescents

Abstract

Mindfulness training has been used to improve emotional wellbeing in early adolescents. However, little is known about treatment outcome moderators, or individual differences that may differentially impact responses to treatment. The current study focused on gender as a potential moderator for affective outcomes in response to school-based mindfulness training. Sixth grade students (N = 100) were randomly assigned to either the six weeks of mindfulness meditation or the active control group as part of a history class curriculum. Participants in the mindfulness meditation group completed short mindfulness meditation sessions four to five times per week, in addition to didactic instruction (Asian history). The control group received matched experiential activity in addition to didactic instruction (African history) from the same teacher with no meditation component. Self-reported measures of emotional wellbeing/affect, mindfulness, and self-compassion were obtained at pre and post intervention. Meditators reported greater improvement in emotional wellbeing compared to those in the control group. Importantly, gender differences were detected, such that female meditators reported greater increases in positive affect compared to females in the control group, whereas male meditators and control males displayed equivalent gains. Uniquely among females but not males, increases in self-reported self-compassion were associated with improvements in affect. These findings support the efficacy of school-based mindfulness interventions, and interventions tailored to accommodate distinct developmental needs of female and male adolescents.

An electrophysiological investigation on the emotion regulatory mechanisms of brief open monitoring meditation in novice non-meditators

“…Furthermore, it must be acknowledged that the current study involved an all-female sample, and therefore it is unknown to what extent the aforementioned considerations generalize to males. Given the recent proliferation of studies highlighting gender differences in mindfulness research [77][78][79]149 , including the very pertinent finding that males are underrepresented in mindfulness studies 150 , we strongly encourage future replication efforts with a large balanced sample.…”

Mind Over Matter: Mindfulness, Income, Resilience, and Life Quality of Vocational High School Students in China

“…Additional programs to address mental wellness, possibly through school-based mindfulness interventions, can supplement China’s cash-transfer social welfare programs. School-based mindfulness trainings have shown strong positive effects on the emotional well-being of adolescent students [ 77 , 78 ]. In one study, the mindfulness intervention group reported significant decreases on rumination, intrusive thoughts, and emotional arousal [ 78 ].…”

Impacts of a Mindful Eating Intervention on Healthy Food-related Behaviors and Mindful Eating Practices among Elementary School Children

“…Research has shown gender differences in response to a school-based mindfulness intervention. A recent study by Kang et al (2018) indicates that female six-graders benefited more from a school-based mindful intervention compared to male sixgraders. As for ethnicity differences in response to our intervention, it is possible that bilingual (English and Spanish) take-home activity kits that included an activity card, a recipe, and/or nonperishable items were effective in promoting mindful eating practices among Hispanic families.…”