Gender Differences in the Effect of Mindfulness in Urban Minority Youth

Introduction: Past research has highlighted the deleterious effects of toxic stress faced by minority youth living in urban areas. Moreover, research has shown that high-quality, structured, school-based mindfulness programs can be effective primary prevention programs for children’s mental health. However, there is a dearth of research on the potential gender differences in the effect of mindfulness programs in youth. In a randomized controlled trial (RCT) of a mindfulness program conducted in three urban elementary/middle schools, we examined the potential impact of gender on the effects of mindfulness on mental and emotional well-being.

Methods: In the setting of an RCT of a 12 weekly-session school-based mindfulness program compared to a general health education course matched for time, attention, and positive adult instructor, students at three schools were randomized based on their grade level. Students were in grades 5-8 at two schools, and grades 6-7 at the third school, all of which were in an urban area with predominantly African American and Hispanic students. T-tests were conducted to examine gender and randomization differences at baseline. Regression analyses were then conducted on post-program outcomes to explore the potential interaction effects of randomization into the intervention or control, and reported gender on mental health and emotion regulation outcomes, while controlling for age and school.

Results: In the three schools, 436 students participated in baseline data collection, with a mean age of 12.03 years (SD = 1.18). At baseline, there were differences by gender in the following outcomes: mindfulness, stress, emotion regulation, and negative emotions. Therefore, we also included the baseline variables in our models of significant outcomes. Multiple linear regression analyses of post-program data revealed significant randomization by gender effect, with participants in the mindfulness arm showing the following: mindfulness was higher in boys (β = -3.05, 95% CI, -6.05, -0.05) hostility was lower in boys (β = 6.78, 95% CI, 2.09, 11.46), and, at borderline statistical significance, stress was moderately lower in boys (β = 2.04, 95% CI, -.08, 4.16).

Conclusions: These findings may have significant impact on research of mindfulness programs aiming to prevent mental distress that are implemented with youth. Previous qualitative work suggests that mindfulness programs benefit both genders; therefore, future research may need to investigate additional approaches to measurement when serving minority youth.