Research by early years academics has explored how mindfulness can support young children's wellbeing in nursery schools.
The study, conducted by the University of Chichester, addresses rising concerns over the mental health of preschoolers.
According to recent NHS statistics, 5.5 per cent of preschool children aged two to four in England have a probable mental health disorder.
However, researchers believe this figure is underestimated due to lengthy professional waiting lists and the challenges of diagnosing conditions in young children.
The paper, titled 'Using mindfulness to support young children’s well-being in the nursery school', was published in the Journal of Early Childhood Research on November 11, 2025.
Authors Sandra Lyndon, Abi Horn, and Debra Laxton examined how a mindfulness approach can aid young people's wellbeing in nursery schools.
Their research introduced staff mindfulness champions, provided high-quality training to nursery workers and encouraged an adaptable and flexible approach.
The study involved 27 three- and four-year-olds, and four early years professionals from four nursery schools.
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Staff were given a day's training in breathing exercises, attention activities and resolving conflict using puppets.
Since Covid-19, headteachers have noticed behavioural changes in children and are keen to reduce stress and enhance the wellbeing of both children and staff.
The project, which began in 2022, introduced activities by the mindfulness champions in group sessions of eight to 12 children over a 10-week period.
Sessions, lasting between 10 and 20 minutes, became a part of the children’s daily routines.
Findings suggested that mindfulness supports children’s wellbeing and self-regulation, and that mindfulness practices are an appropriate way to support children’s wellbeing in early years.
Dr Sandra Lyndon said: "Our findings suggest that, when sensitively introduced and supported by training and mentoring, mindfulness has the potential to be an appropriate, sustainable, and cost-effective way of supporting young children’s mental health in the early years.
"This has implications for early years' policy, suggesting that further attention should be given to understanding the importance of supporting children’s self-regulation through a co-regulatory approach.
"Further large-scale research in this area would help to provide stronger evidence and knowledge base for the factors that support mindfulness for young children in the early years."
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