The role of gratitude and mindfulness in enhancing psychological resilience among school students: A comparative study of residential and day scholars

This study compares residential and day scholar groups to examine how mindfulness and gratitude practices affect schoolchildren's psychological resilience. 240 students, ages 13 to 17, were surveyed using a quasi-experimental design (120 residential, 120-day scholars). Standardized measures such as the Connor-Davidson Resilience Scale (CD-RISC), Mindful Attention Awareness Scale (MAAS), and Gratitude Questionnaire (GQ-6) were used to gather data. An 8-week program of mindfulness meditation and gratitude journaling was part of the intervention. The findings show that resilience levels significantly increased after the intervention, with residential students demonstrating somewhat greater gains. Comparative results are shown using tables and graphs. The results lend credence to the use of positive psychology interventions in educational environments.