Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress
Purpose Stress is a risk factor for poor educational achievement and health. Mindfulness-based programming (MBP) is a viable technology for reducing stress, and Mindful Stress Buffering theory suggests that the benefits of MBP will be most pronounced during periods of high stress. This research deta...
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| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-03-01
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| Series: | ECNU Review of Education |
| Online Access: | https://doi.org/10.1177/20965311221100563 |
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| author | Emily C. Helminen Xiaoyan Zhang Adam J. Clawson Melissa L. Morton Emily L. Cary Samantha E. Sinegar Pamela Janack Joshua C. Felver |
| author_facet | Emily C. Helminen Xiaoyan Zhang Adam J. Clawson Melissa L. Morton Emily L. Cary Samantha E. Sinegar Pamela Janack Joshua C. Felver |
| author_sort | Emily C. Helminen |
| collection | DOAJ |
| description | Purpose Stress is a risk factor for poor educational achievement and health. Mindfulness-based programming (MBP) is a viable technology for reducing stress, and Mindful Stress Buffering theory suggests that the benefits of MBP will be most pronounced during periods of high stress. This research details a replication of the MBP “Learning to BREATHE” in a racially diverse urban public high school during a period of relatively low stress (i.e., absence of high-stakes testing). Design/Approach/Methods Five classrooms ( n = 66) were randomly assigned by classroom to MBP or typical educational programming. Socioemotional attributes were measured pre–post-intervention. Data were contrasted with results from the initial project that occurred during a period of high stress (i.e., the presence of high-stakes testing). Findings Results indicate a failure to replicate significant intervention effects of MBP on socioemotional attributes. Results indicate that the original Felver et al.’s (2019) sample had higher self-reported stress than the current study's sample. Originality/Value These findings provide the first empirical data in support of the Mindful Stress Buffering theory among an adolescent sample, and this has implications for clinicians and researchers interested in utilizing MBP to support the wellbeing of student populations during other periods of high contextual stress (e.g., COVID-19 pandemic). |
| format | Article |
| id | doaj-art-55fd7f7753f044379d40cc6b1596e1cf |
| institution | DOAJ |
| issn | 2096-5311 2632-1742 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | ECNU Review of Education |
| spelling | doaj-art-55fd7f7753f044379d40cc6b1596e1cf2025-08-20T03:05:09ZengSAGE PublishingECNU Review of Education2096-53112632-17422025-03-01810.1177/20965311221100563Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-StressEmily C. HelminenXiaoyan ZhangAdam J. ClawsonMelissa L. MortonEmily L. CarySamantha E. SinegarPamela JanackJoshua C. FelverPurpose Stress is a risk factor for poor educational achievement and health. Mindfulness-based programming (MBP) is a viable technology for reducing stress, and Mindful Stress Buffering theory suggests that the benefits of MBP will be most pronounced during periods of high stress. This research details a replication of the MBP “Learning to BREATHE” in a racially diverse urban public high school during a period of relatively low stress (i.e., absence of high-stakes testing). Design/Approach/Methods Five classrooms ( n = 66) were randomly assigned by classroom to MBP or typical educational programming. Socioemotional attributes were measured pre–post-intervention. Data were contrasted with results from the initial project that occurred during a period of high stress (i.e., the presence of high-stakes testing). Findings Results indicate a failure to replicate significant intervention effects of MBP on socioemotional attributes. Results indicate that the original Felver et al.’s (2019) sample had higher self-reported stress than the current study's sample. Originality/Value These findings provide the first empirical data in support of the Mindful Stress Buffering theory among an adolescent sample, and this has implications for clinicians and researchers interested in utilizing MBP to support the wellbeing of student populations during other periods of high contextual stress (e.g., COVID-19 pandemic).https://doi.org/10.1177/20965311221100563 |
| spellingShingle | Emily C. Helminen Xiaoyan Zhang Adam J. Clawson Melissa L. Morton Emily L. Cary Samantha E. Sinegar Pamela Janack Joshua C. Felver Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress ECNU Review of Education |
| title | Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress |
| title_full | Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress |
| title_fullStr | Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress |
| title_full_unstemmed | Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress |
| title_short | Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress |
| title_sort | stress buffering effects of mindfulness programming for adolescents in schools during periods of high and low stress |
| url | https://doi.org/10.1177/20965311221100563 |
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