Mindfulness as a strategy to reduce science anxiety in 5th-grade students: A small-scale quasi-experimental study

The primary to secondary school transition is a critical period marked by increased academic demands and psychological stress, often leading to heightened science anxiety among students. This study investigates the prevalence of science anxiety in German 5th-grade students and assesses the effectiveness of a mindfulness intervention in reducing anxiety levels. Using a quasi-experimental pretest-intervention-post test design, 67 students participated in a six-week mindfulness program integrated into their science curriculum. Findings indicate a significant reduction in science anxiety among students in the mindfulness groups compared to the control group. Moreover, extended mindfulness practice yielded cumulative benefits, with anxiety levels continuing to decline over time. These results highlight the potential of mindfulness-based interventions in supporting students during key academic transitions.