Prolonged participation AI-based mindfulness school programme in primary education: Implications for AI practices, schools and developers

Background Research on Artificial Intelligence (AI) -supported mindfulness programs in primary education remains limited, particularly in rural contexts where implementation conditions differ from urban settings. Aim This study examines the effects of an AI-supported mindfulness intervention on rural primary school students' behavioral and socio-emotional outcomes, and on teachers' self-regulation and creativity, measured at pretest (T1), posttest (T2), and follow-up (T3). Method The study used a quasi-experimental design with a control group across selected classrooms in four rural schools. The sample comprised an intervention group ( N = 91) and a control group ( N = 54), with 16 teachers participating in the intervention group. The intervention ran for ten weekly sessions across the fall and spring semesters. AI tools (ChatGPT and Gemini) supported teacher candidates in lesson planning and in the inquiry phase that followed each mindfulness practice. Implementation fidelity, assessed through mentor cross-rating, was 88.6% ( SD = 9.7), with Cohen's κ = .86 in a sub-sample. Results Split-plot ANOVAs showed significant Time × Group interactions favouring the intervention group on life skills (LSAS, η 2 p = .242), behavioural difficulties (SDQ total, η 2 p = .378), and teacher-student relationship quality (STRS total, η 2 p = .025). In the Strengths and Difficulties Questionnaire (SDQ), all five subscales were significant. The Closeness subscale drove the STRS effect; Conflict did not change. Nested analyses confirmed consistent effects across grade levels. Teachers showed gains on all nine TSRS subscales, and on the Social Value subscale of the TCS. Conclusion The intervention was associated with improvements in students' life skills, behavioral functioning, and teacher-student closeness, as well as gains in teachers' self-regulation. The findings inform AI-supported mindfulness practice in rural primary education.