Mindfulness-based education intervention

This study investigated the effectiveness of a mindfulness-based education intervention on enhancing emotional competence and school belonging among high school students. A quasi-experimental pretest-posttest control group design was employed with a sample of 30 students (15 experimental, 15 control) from a public high school in Iran. The intervention group participated in an 8-week mindfulness training program integrated into their school schedule, while the control group received no such intervention. Standardized scales were used to measure emotional competence and school belonging before and after the intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results revealed significant improvements in both emotional competence and school belonging for the experimental group compared to the control group (p < 0.05), demonstrating the positive impact of mindfulness practices on students’ emotional and social well-being. The findings are consistent with previous research suggesting that mindfulness fosters emotional regulation, empathy, and a greater sense of connectedness in school settings. This study highlights the value of incorporating mindfulness into educational programs to support students’ psychological and social development. It suggests the potential of mindfulness-based interventions to improve learning environments and recommends further longitudinal and large-scale research to validate and expand upon these findings.