Mindfulness for equity and engagement: A case study of innovative pedagogy in rural Sri Lanka

Abstract

This study examines the impact of mindfulness practices as an innovative pedagogy on holistic student development of grade 10 and 11 students at a secondary school in a rural area of Sri Lanka. Using a quasi-experimental design (N = 154), the study implemented structured mindfulness sessions three times per week over a six-week period, assessing their effects on students’ emotional well-being, social behavior, and academic performance. Quantitative results using DASS-21 revealed significant reductions in stress, anxiety, and depression (p < 0.001) among the mindfulness group. Quantitative self-report questionnaire data showed increases in social relations, focus, and concentration, but no statistically significant difference in academic achievement was discovered. This study shows that mindfulness intervention can effectively improve students' emotional control, attentiveness, and social interactions, supporting its potential as an inclusive, lifelong learning strategy aligned with global educational priorities.