The child’s perspective on the school-based mindfulness programme Paws b

School-based mindfulness programmes (SBMPs) are becoming widely used in primary schools, however findings regarding their effectiveness are controversial. Understanding how children describe and interpret the experience of taking part in these programmes may hold the key for improving their effectiveness. In this study we sought to gather children’s views about a 12-lesson SBMP called Paws b. A week after the completion of the SBMP in five classes of two primary schools, during Personal Social and Health Education (PSHE) lessons, we conducted four focus groups with 8 and 9-year-olds. We randomly selected two girls and two boys from each class to form each focus group. The discussion was led by a different researcher that had not been associated with the delivery of the lessons. A thematic analysis was conducted on the transcribed data. We identified three major themes in children’s discussions: 1) Mindfulness as instrumental for self-regulation, 2) Continued practice can lead to positive changes, and 3) Embedded memories from Paws b. The themes indicate that children remembered specific instructions and techniques, enjoyed the training although not always from the beginning, observed changes in themselves and in their classmates and understood mechanisms through which mindfulness training can have positive effects. Implications of these findings are discussed in relation to both the content of this specific SBPM and the way in which the course was delivered.