Changes in Perceived Stress Following a Brief Classroom-Based Mindfulness Program Among Twelfth Grade Students: A Pre-Experimental One Group Study
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Abstract
Background: Adolescent stress may impair concentration, emotional regulation, and academic functioning. Brief classroom-based mindfulness programs may provide a practical approach to stress management, although evidence among adolescents remains mixed and context dependent.
Purpose: This study aimed to examine changes in perceived stress before and after a six-session classroom-based mindfulness program among twelfth-grade students.
Methods: This pre-experimental one-group pretest-posttest study included 30 purposively selected twelfth-grade students from a senior high school in Banyuwangi, Indonesia. Perceived stress was assessed using the validated Indonesian version of the 10-item Perceived Stress Scale (PSS-10). Participants received a six-session classroom-based mindfulness program delivered twice weekly (20–30 minutes per session). Pretest and posttest PSS-10 scores were compared using a paired-samples t-test.
Results: The mean PSS-10 score decreased from 18.53 ± 4.49 before the intervention to 14.47 ± 3.51 after the intervention. Paired-samples t-test showed a statistically significant reduction in perceived stress (mean difference = 4.07 points, 95% CI 3.06–5.08, t(29)=8.241, p<0.001), with a large effect size (Cohen's dz=1.50).
Conclusion: Students showed lower perceived stress scores after participating in the classroom-based mindfulness program. Although the findings suggest potential benefits, controlled studies with larger and more diverse samples are needed to confirm effectiveness.
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