In a world of constant stimulation and intensifying school rhythms, pre-adolescents face increasing challenges in maintaining their attention and managing their stress. Mindfulness practices, adapted to the school context in the form of regular rituals, offer a promising response to these contemporary challenges.
Scientific Foundations of Mindfulness in Preadolescents
Mindfulness is defined as paying attention to the present moment, intentionally and without judgement (Kabat-Zinn, 2003). Neuroscience research has shown that this practice leads to significant changes in the brain, particularly beneficial during the crucial developmental period of pre-adolescence.
According to an analysis conducted by Zenner (2014), mindfulness programmes in schools generate significant improvements in three key areas:
- Cognitive functions and academic performance
- Emotional regulation and stress management
- Social skills and general well-being
The work of Schonert-Reichl and Lawlor (2010) has specifically shown that preadolescents taking part in mindfulness programmes demonstrate better emotional self-regulation, increased optimism and a reduction in depressive symptoms.
Specific Benefits for 9-12 Year Olds
- Cognitive Development and Learning
Research by Diamond and Lee (2011) has shown that mindfulness practices strengthen executive functions, which are essential for learning:
- Sustained, focused attention
- Working memory
- Inhibitory control (ability to ignore distractions)
- Cognitive flexibility (ability to adapt to change)
In concrete terms, these improvements mean :
- Better concentration in class
- Increased ability to follow complex instructions
- Reduced impulsivity
- Greater perseverance when faced with complex tasks
- Emotional Regulation and Stress Reduction
In preadolescence, emotional fluctuations intensify and sensitivity to stress increases. Several studies, including Mendelson’s (2010), have shown that mindfulness practices :
- Reduces levels of cortisol (stress hormone)
- Improves the ability to identify emotions
- Develop effective self-soothing strategies
- Reduces impulsive reactions to intense emotions
- Class Climate and Social Relations
Incorporating mindfulness rituals has a positive influence on group dynamics. According to the work of Flook et al (2015):
- Empathy and compassion between students increase
- Conflicts are declining in frequency and intensity
- Social inclusion improves
- A stronger sense of belonging to the group
Putting It Into Practice: Rituals Adapted to the School Context
To be effective and sustainable, mindfulness practices need to be integrated into regular rituals, adapted to the age and context of the school.
- One Minute’s Attendance at the Start of the Day
Description: A simple ritual to start the day, in which students are invited to sit comfortably, close their eyes if they wish, and focus on their breathing for one minute.
Specific Benefits :
- Creates a transition between home and school
- Allows you to “set” your mind at rest and prepare for learning
- Promotes a calm, receptive state of mind
Practical Application: Start with 30 seconds and gradually increase to 2-3 minutes. Use a bell or Tibetan bowl to mark the beginning and end of the exercise.
- Conscious Transitions
Description: Short breaks of 30 seconds to 1 minute between activities, during which students are invited to notice their internal state (energy level, emotions, thoughts) and refocus before moving on to the next activity.
Specific Benefits :
- Improves the quality of attention when changing activities
- Reduces the agitation often seen during transitions
- Develops metacognition (awareness of one’s own mental states)
Practical Application: Use metaphors that capture the imagination of preteens, such as “Put down your pens and imagine you’re a gamer pressing pause on a video game. Take three deep breaths to recharge before moving on to the next level.”
- The Emotional Barometer
Description: A daily ritual where pupils take a moment to identify and name their emotional state, either individually in a diary or collectively using a visual aid (emotion chart).
Specific Benefits :
- Develops emotional vocabulary
- Normalises emotional expression
- Enables teachers to adapt their approach according to prevailing emotional states
Practical Application: Create a collective “emotion thermometer” where each pupil can position their personal indicator anonymously or not, depending on the group’s level of confidence.
- The Practice of Gratitude
Description: A weekly or daily ritual where students are invited to identify and share something for which they feel grateful.
Specific Benefits :
- Develops attention to the positive aspects of the experience
- Boosts optimism and resilience
- Creates a positive atmosphere in the classroom
Practical Application: Suggest an individual “gratitude diary” or a sharing ritual in a circle where each student can express their gratitude for something simple and specific.
Conclusion
Integrating mindfulness rituals into everyday school life represents a proactive approach to supporting the cognitive, emotional and social development of pre-adolescents. Based on scientifically validated and age-appropriate practices, these rituals can become valuable tools to help students navigate the challenges of this developmental period.
References
Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N. E., & Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52(3), 263-278.
Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133-144.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44-51.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.
Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985-994.
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-a systematic review and meta-analysis. Frontiers in Psychology, 5, 603.
