Digital Mindfulness-Based Intervention: Assessing Its Impact on Behavioral Outcomes in School Settings

The integration of digital technology in school-based mindfulness programs has gained attention as a potential means to enhance student well-being. This randomized controlled trial examined the effects of a digital mindfulness-based intervention implemented in a classroom setting. A total of 353 students (aged 8–10 years) from three randomly selected schools in Washington, U.S. participated in the study. The schools were assigned to one of three conditions: a structured, sequenced delivery of sessions (DMBI-Playlist, n= 208 students), an ad hoc implementation of sessions without a set order (DMBI-No Playlist, n= 101 students), and a waiting control group (n= 44 students). Results indicated no statistically significant differences between the intervention and control groups in overall behavioral and emotional outcomes. However, students in the DMBI-Playlist condition demonstrated fewer conduct problems and more prosocial behaviors compared to those in the DMBI-No Playlist condition. Several study and intervention conditions that may have contributed to the DMBI's lack of impact are discussed, including sample sizes, teacher training, dosage, students' developmental readiness, and follow-up assessments. While digital interventions hold promise as scalable, accessible and cost-saving tools, further studies on their effectiveness are needed.