The impact of a school-based mindfulness-based intervention on body awareness, emotion regulation, and symptoms of depression, anxiety, and stress in adolescents.

Objectives
Adolescence is a time of psychological vulnerability. Research suggests that mindfulness-based interventions (MBIs) may help prevent and alleviate the mental health burden in this vulnerable population. However, there is inconclusive evidence on the impact of school-based MBIs on adolescents’ mental health and more research is needed on the transdiagnostic process variables of MBIs in this context and population. Hence, the present study investigated the impact of a school-based MBI on symptoms of depression, anxiety, and stress and on two transdiagnostic processes, body awareness (BA) and emotion regulation (ER). We hypothesized that the MBI would improve adolescents’ BA, ER, and symptoms of depression, anxiety, and stress.

Method
The present study is a controlled trial in which participants in secondary school (n = 47) were allocated to a 9-week MBI group or a 9-week health psychoeducation (HP) group. Participants’ BA, ER, and symptoms of depression, anxiety, and stress were measured using self-report questionnaires and a behavioral task one week before, one week after, and three months after the intervention.

Results
Results showed that a school-based MBI significantly improved ER skills and buffered against deterioration of impulse control difficulties in comparison to the HP program. Both groups showed a significant improvement in anxiety symptoms and behaviorally measured BA over time. No effect was found on self-reported BA, emotional distress, depression, or stress.

Conclusions
Findings support the use of MBIs to promote adaptive ER in adolescents in a school setting. However, more research with larger samples is needed to replicate these results.