Authors
- Daniela Avilán Fajardo
Why Mindfulness and Relaxation Are Important for Children?
How can a child learn to recognize their emotions and calm themselves amid the school routine? Mindfulness offers some answers. Mindfulness is understood as awareness of one’s internal states and the surrounding environment (American Psychological Association, n.d.). Over the past decade, interest in its application during childhood has increased as a strategy to improve emotional regulation and reduce school-related stress. Recent research has shown that mindfulness is a measurable construct. Bruin, Zijlstra, and Bögels (2014) validated the Child and Adolescent Mindfulness Measure (CAMM), demonstrating that mindful awareness and nonjudgmental acceptance are associated with greater well-being and lower stress levels in children and adolescents.
According to Jones (2011), the incorporation of mindfulness in schools has increased due to its potential benefits for mental health and learning. However, its implementation presents challenges, such as the lack of trained teachers and the misconception that these practices aim to “fix” problems rather than promote well-being.
Mindfulness Practices and Relaxation Techniques
One of the simplest techniques children can try is diaphragmatic breathing. Kramer, Neubauer, and Schmiedek (2023) showed that although it does not always produce immediate effects, this type of breathing is especially helpful during moments of worry or anxiety, increasing feelings of calm in stressful contexts. Due to its simplicity, it can be used both at home and in the classroom.
What it consists of. Diaphragmatic breathing is a deep breathing technique that activates the diaphragm, the muscle located beneath the lungs. It promotes a state of relaxation and produces physiological effects opposite to hyperventilation, making it useful for general stress management (Hazlett-Stevens & Craske, 2008).
There are many ways to practice it. One example is the guide by UNICEF Venezuela (2021), available at the following link:
The body scan is a mindfulness practice focused on the body. It is generally performed while lying down and aims to foster awareness and acceptance of internal states, whether positive, negative, or neutral. It emphasizes attention to the present moment rather than generating immediate or future changes (Dreeben et al., 2013).
What it consists of. This practice involves focusing attention meticulously on different parts of the body to observe physical sensations without judgment. It can be carried out by following an audio guide. A recommended option is the body scan by Smile and Learn:
Evidence of Benefits
Research supports the positive effects of mindfulness on child development. On the one hand, Abdulahi-Beqrabadi and Hosseini (2025) demonstrated that mindfulness increases resilience and academic performance in students with specific learning disorders, indicating its potential use in educational contexts.
Likewise, Kohler (2025) found that mindfulness-based interventions promote self-regulation and emotional balance in young people with special needs.
Challenges and Considerations
It is important to remember that every child is different, and some strategies work better than others depending on age, personality, and context. Kramer et al. (2023) observed that the benefits of mindful breathing are greater during moments of stress, suggesting that emotional state influences its impact. Additionally, Jones (2011) highlights the importance of having trained instructors, as teaching quality directly affects outcomes.
Conclusion
In conclusion, techniques such as diaphragmatic breathing and the body scan can become valuable tools for children’s well-being. With consistent practice and support from attentive adults, these small exercises can make a significant difference in children’s ability to manage emotions and stress.
References
Abdulahi-Beqrabadi, Q., & Hosseini, S.-M. (2025). The effectiveness of child-centered mindfulness training on resilience and academic vitality of students with specific learning disorders. Journal of Psychology, 28(4), 437–445.
American Psychological Association. (s. f.). Mindfulness. En APA Dictionary of Psychology. Recuperado el 9 de noviembre de 2025, de https://dictionary.apa.org/mindfulness
Bruin, E. I., Zijlstra, B. J. H., & Bögels, S. M. (2014). The meaning of mindfulness in children and adolescents: Further validation of the Child and Adolescent Mindfulness Measure (CAMM) in two independent samples from The Netherlands. Mindfulness, 5(4), 422–430. https://doi-org.ezproxy.uniandes.edu.co/10.1007/s12671-013-0196-8
Dreeben, S. J., Mamberg, M. H., & Salmon, P. (2013). The MBSR body scan in clinical practice. Mindfulness, 4(4), 394–401. https://doi.org/10.1007/s12671-013-0212-z
Hazlett-Stevens, H., & Craske, M. G. (2008). Breathing retraining and diaphragmatic breathing techniques. In W. T. O’Donohue & J. E. Fisher (Eds.), Cognitive behavior therapy: Applying empirically supported techniques in your practice (2nd ed., pp. 68–74). John Wiley & Sons, Inc..
Jones, D. (2011). Mindfulness in schools. The Psychologist, 24(10), 736–739.
Kramer, A. C., Neubauer, A. B., & Schmiedek, F. (2023). The effectiveness of a slow-paced diaphragmatic breathing exercise in children’s daily life: A micro-randomized trial. Journal of Clinical Child and Adolescent Psychology, 52(6), 797–810. https://doi-org.ezproxy.uniandes.edu.co/10.1080/15374416.2022.2084743
Kohler, K. M. (2025). A systematic review of the outcomes and efficacy of complementary and alternative non-pharmacological interventions in youth with attention deficit hyperactivity disorder. Dissertation Abstracts International Section A: Humanities and Social Sciences, 87(1-A).
UNICEF Venezuela. (2021, Nomvember 11). Breathing exercise – I am a balloon [Video]]. YouTube. https://www.youtube.com/watch?v=8i9kKxJpwZQ
