educationneutral
Mindfulness in Schools: Small Shifts, Big Questions
EuropeMonday, July 27, 2026
A cross‑national study tested a 12‑week mindfulness program in Spain and Italy, tracking 207 pupils across three time points: pre‑program, post‑program, and five months later. Researchers used the EQ‑i:YV test to capture multiple facets of emotional intelligence (EI) and applied general linear models for analysis.
Overall Findings
- Total EI scores remained unchanged across all participants.
- No significant gains in adaptability or personal self‑awareness were observed.
Country‑Specific Insights
| Group | Key EI Changes |
|---|---|
| Italy – Primary | Slight improvement in general mood and social collaboration. |
| Italy – Secondary | Delayed enhancement in stress‑management after program completion. |
| Spain – Primary & Secondary | No measurable gains in any EI domain. |
Take‑aways
- Mindfulness can boost mood and stress handling, but it isn’t a universal remedy for all EI aspects.
- Timing and cultural context matter—what works in one country or age group may not elsewhere.
- Educators should tailor mindfulness curricula to fit their specific student populations.
The study underscores that enhancing emotional skills in schools is complex; simple programs may require adaptation to create lasting impact.
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