Introduction The present study was designed to evaluate the effect of regular ānāpāna practice, a beginning step of vipassanā meditation, in the framework of the MITRA program, over one academic year, on attention and mental well-being among secondary school students. Materials and methods Two classes of 8th-grade students from a single school were treated either as experimental group (EG: n = 44) or control group (CG: n = 45), as suggested by school authorities. MITRA trainers conducted ānāpāna training for students and their class teachers. After this, class teachers conducted regular ānāpāna practice for students for 10 min on every school day using recorded instructions. EG practiced ānāpāna for the entire academic year, whereas CG was waitlisted for the first semester. Both groups were assessed before, mid, and after completion of the program to track changes over time. For students, quantitative measures to assess attention were the figure cancelation task and the digit symbol substitution task, whereas to assess mental well-being, the psychological well-being scale and the NIMHANS sentence completion test (NSCT) were used. Qualitative measures were focus group discussions of students and individual interviews of teachers. Data from parents were taken using a parent rating scale and through individual interviews. A one-way multivariate analysis of variance was conducted to examine and compare changes in the EG and CG over time with respect to the study variables. A deductive approach was used to analyze qualitative data. Results At the interim assessment level, gain in adjustment with self, as assessed by NSCT, in EG students was significantly higher than in CG students (Cohen’s d = 0.43). There was a significant improvement in sustained attention as assessed by Figure cancelation task of EG students compared to CG by the end of the program ( d = 0.61). These findings were supported by qualitative data from students, teachers and parents. Qualitative findings clustered around better focus on studies, emotional regulation, positive relations with others, and strategic use of ānāpāna to deal with stress. Discussion Based on the present mixed-methods’ findings, it is concluded that regular ānāpāna practice can be useful for educational activities among school-going students (early adolescents). Suggestions are made for better utilization of the salutogenic potential of the MITRA program.
Oswal et al. (Fri,) studied this question.