RESUMO
Stress, uncertainty, and the abuse of technologies are components that have a negative impact on the physical, social, and psychological health of young people. One of the aims of the Education for Sustainable Development (ESD) is to empower individuals to reflect on their actions, and mindfulness arises as one tool with an important potential to contribute on this matter. Therefore, the objective of this study was to assess the effects of mindfulness practices on the ability of students to focus their attention on external, internal or kinesthetic factors, awareness in acting, and acceptance. Consequently, a quasi-experimental study was developed to compare groups between the pre and post condition. The study participants were a total of 127 students (52 women) from 4th year of secondary school and 1st year of a achelor's degree (16.5 ± 1.5 years). The sample was assigned by academic convenience, with 54 students in the experimental group and 73 in the control group. The intervention was carried out for 4 weeks. During this period, the experimental group participated in mindfulness activities such as guided meditations at the end of the PE session or challenges that stimulated the student in daily actions. The control group continued with the planned programming in physical education class. These groups were subjected to the following test: (1) Mindfulness for School Scale (MSS) and (2) Child and Adolescent Mindfulness Measure (CAMM). To analyze the results, the normality of the sample was evaluated through the Mann-Whitney U test, resulting as non-parametric. The search for possible differences between the groups was carried out by using the Wilcoxon test. The statistics showed that the experimental group presented significant improvements (p ≤ 0.05) in most of the measured parameters: external attention, kinesthetics attention, and mean of the CAMM. These results seem to show that the use of mindfulness could be an appropriate tool to be implemented in the school context in order to directly contribute to the mental health of high school students, and thus to an education for the sustainable development.
