Healthy Learning Mind (HLM): Cluster Randomized Controlled Trial on A Mindfulness Intervention, Moderators and Association with Perceived Socioeconomic Status, and Comparison to Other National Data

Abstract

Background This paper presents the baseline characteristics and their moderators in the Healthy Learning Mind (HLM)– school-based cluster-randomized controlled trial. Objectives The paper evaluates the state of various measures of well-being, their moderators and how these results compare to national and global norms/population studies. Methods Data were collected from all participants prior to the intervention and further analyzed by gender, grade and perceived socioeconomic status, including standardized measures for resilience, depressive symptoms and socioemotional functioning; health-related quality of life, dispositional mindfulness, satisfaction with life, compassion/self-kindness, self-rated health and morning tiredness. Results Participating 2793 students (1425 girls, 1368 boys), ages 12 to 15 years, filled in the questionnaires. The outcomes were in line with previous research, demonstrating gender differentiation and lower wellbeing among older children and adolescents. Conclusions All outcomes were associated with perceived socioeconomic status, suggesting that perceived low socioeconomic status should be addressed as a serious risk factor and included as a moderator in similar trials.

Financial and digital literacy effects on digital investment decision mediated by perceived socio-economic status

“…Interestingly, the study revealed that being more financially literate does not necessarily improve perceived economic well-being.The variable of PSES covered a wide-range of studies. Most of previous studies discussed about PSES in correlation with psychological and social issues, such as about people behavior [17], healthy learning mind [18], and financial literacy but more into perceived economic outcomes [16].…”

A Daily Breathing Practice Bolsters Girls’ Prosocial Behavior and Third and Fourth Graders’ Supportive Peer Relationships: A Randomized Controlled Trial

“…It prepares them for the transition to secondary school in grade five, when children start to follow different tracks (i.e., different types of school) in the German stratified school system. Because the SES of children’s families seems to moderate the effects of mindfulness interventions (Lassander et al, 2022 ), their parents’ education was included as a background variable. The current study evaluated the effects of the teacher-led Breathing Break Intervention on children’s prosocial behavior and their perceptions of the social classroom climate in a RCT with an ACG and age, gender, and parental education as covariates.…”