Soulina Banerjee and Santosh Kumar Behera
Kazi Nazrul University, Paschim Bardhaman, West Bengal
Pranay Pandey
Bhatter College, Dantan, West Bengal
Pagese, 188-198
The study investigates the impact of mindfulness interventions on the academic
achievement of primary school students. As mindfulness practices gain traction in
educational settings, this research explores their potential to enhance cognitive and
emotional capacities crucial for academic success. The study involved 60 primary
school students in Paschim Bardhaman District of West Bengal who were randomly
assigned to either a control group, receiving standard instruction, or an experimental
group, engaging in mindfulness practices like mindful breathing, colour breathing, and
daily gratitude. Utilizing a pre-test and post-test design, the research evaluated the
academic achievement of students in subjects such as Bengali, English, Mathematics,
and Environmental Science. Results indicated a significant improvement in the posttest
academic scores of the experimental group compared to the control group,
highlighting the effectiveness of mindfulness based interventions in fostering academic
performance. The findings suggest that regular engagement in mindfulness practices
can enhance attention control, emotional resilience, and overall well-being among
students. This study contributes to the growing body of literature supporting the
integration of mindfulness in education, demonstrating its potential as an effective
pedagogical tool to enhance learning outcomes. By promoting mindfulness in primary
education, educators can better prepare students to face academic pressures, ultimately
fostering a more supportive and productive learning environment