Daily mindfulness meditation for improved student outcomes: An Australian primary school trial

• Daily meditation improved emotional regulation, mood, and wellbeing in students. • Significant reductions in emotional and behavioural difficulties observed over time. • Mindfulness skills improved significantly in senior students (ages 10–12). • Junior students showed stable happiness, while seniors saw notable improvements. • Meditation was most effective for students with low to moderate baseline difficulties. This study aimed to evaluate the impact of a daily mindfulness meditation program on emotional, behavioural, and wellbeing outcomes among Australian primary school students. The study was run across a school term for students aged 4.5 to 12 years. A a daily intervention study was conducted with primary school students across junior (n=1,312) and senior (n=223) levels over 8-9 weeks using the Smiling Mind Primary School Program, a freely available digital mindfulness-based social and emotional learning program. Outcomes measured included emotional difficulties, behavioural difficulties, happiness, wellbeing (junior students), and mindfulness (senior students). Emotional and behavioural difficulties decreased significantly, and wellbeing (junior) and mindfulness (senior) improved over time. Happiness showed a significant improvement only at week 3. Most gains occurred in the first week and were maintained, with limited incremental improvements thereafter. Students with low-to-moderate baseline difficulties demonstrated the greatest benefits. Daily mindfulness practice produced small but meaningful improvements in emotional regulation, behavioural functioning, and wellbeing. Effects were strongest early in the intervention and varied by baseline severity, supporting the role of daily mindfulness as a universal preventive strategy in schools. Limitations and future directions are discussed.