Abstract The present study investigated the effectiveness of a mindfulness-based intervention (MBI) in primary school on enhancing pupils’ executive functions and self-regulation skills. A total of 42 third-grade pupils were divided into two groups: an experimental group (n = 22) that participated in an eight-week program of age-adapted mindfulness practices, and a waitlist control group (n = 20). The intervention, conducted by a trained psychologist with the support of teachers, included breathing awareness exercises, active listening, mindful movement, and reflection activities, integrated into the school routine. Pre- and post-intervention assessments were carried out using standardized cognitive tasks (BIA numerical Stroop, WISC-IV memory subtests, CAMM, ERC). Repeated-measures ANCOVA analyses showed, in the experimental group, significant improvements in indirect working memory task scores (from M = 8.2 to M = 10.4; p < .01) and letter–number sequencing (from M = 7.8 to M = 9.9; p < .01), indicating an enhancement of executive functions related to working memory. On the socio-emotional side, the ERC showed a significant increase in the ERC-R subscale (Emotional Regulation; from M = 2.85 to M = 3.21; p < .05) and a reduction in the ERC-L/N subscale (Lability/Negativity; from M = 1.94 to M = 1.62; p < .05), indicating better emotion management and reduced negative reactivity. These findings suggest that a short mindfulness program, easily integrated into the school context and delivered by adequately trained professionals, can be an effective strategy for improving attention and reducing impulsivity in primary school children, with potential positive effects on well-being and academic competence.
Saviano et al. (Wed,) studied this question.