Effectiveness of Mindfulness-Based Mandala Colouring on Stress and Concentration Among School-Going Children: A Pre-Experimental Study

Abstract

Background: School-going children commonly experience stress arising from academic pressure and social demands, which may adversely affect concentration and academic performance. Mindfulness-based interventions have demonstrated efficacy in reducing psychological distress and improving attentional functioning in paediatric and adolescent populations. Objective: This study aimed to assess the effectiveness of mindfulness-based mandala colouring in reducing stress and improving concentration among school-going children. Methods: A quantitative pre-experimental one-group pre-test post-test design was adopted. A total of 60 school-going children were selected using purposive sampling. Data were collected using a standardised scale and concentration checklist. The intervention consisted of guided mindfulness-based mandala colouring sessions for 30 minutes daily over 2 weeks. Validity and reliability of tools were ensured through expert review and pilot testing. Data were analysed using descriptive and inferential statistics (paired t-test, chi-square test). Results: Findings revealed a significant reduction in stress scores and improvement in concentration levels after the intervention (p < 0.001). No significant association was found between demographic variables (age, gender, grade level) and pre-test stress levels. Conclusion: Mindfulness-based mandala colouring was found to be effective in enhancing concentration among school-going children. Schools may integrate such creative mindfulness practices into co-curricular activities to promote emotional well-being.