Stakeholder Perspectives on Mindfulness-Based Interventions for Anxiety in Primary School Children: A Qualitative Study
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Objective: This study aimed to explore stakeholder perspectives on mindfulness-based interventions (MBIs) for managing anxiety-related behaviours and coping strategies among primary school children.
Methods and Materials: A qualitative study was conducted using semi-structured interviews and reflective journal analysis. Six stakeholders, including three primary school teachers and three parents of children with mild to moderate anxiety-related difficulties, were selected through purposive sampling. In addition, reflective journals from three students who participated in school-based mindfulness sessions were analyzed. Data were examined using Braun and Clarke’s thematic analysis approach. Coding was conducted inductively, and themes were developed through repeated reading, comparison of interview transcripts, and triangulation with student journals.
Findings: Three main themes were identified: perceived impact of MBIs on anxiety-related behaviours, development of coping strategies, and implementation challenges. Teachers and parents perceived that mindfulness practices, particularly mindful breathing, body awareness, and reflective pauses, helped children remain calmer during exams, classroom discussions, and family stress. Student reflections also indicated improved emotional awareness, reduced fear during tests, and greater use of breathing techniques for self-regulation. Participants reported that coping strategies learned during mindfulness sessions were transferred beyond the classroom into home and social situations. However, key barriers included limited school time, insufficient teacher training, inconsistent parental support, and sociocultural concerns affecting sustained engagement.
Conclusion: MBIs were perceived as useful for supporting emotional regulation and coping among primary school children with anxiety-related difficulties. However, successful implementation requires teacher training, parental involvement, and context-sensitive integration into school routines.
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