School-based mindfulness education and children’s emotion regulation: the mediating role of executive function

Background: School-based mindfulness education has been increasingly implemented to support children's socio-emotional development; however, the cognitive mechanisms underlying its effects on emotion regulation remain insufficiently clarified. This study examined whether mindfulness-based education improves children's emotion regulation and whether executive function mediates this association. Methods: In a randomized controlled trial, 150 children aged 8-10 years were assigned to either a mindfulness education group or a waitlist control group. The 8-week program assessed emotion regulation (ERC, Emotion Management Scale, Disappointing Gift Task) and executive function (Hearts and Flowers, Digit Span, WCST). Results: < 0.001) and all executive function components. Mediation analysis revealed significant indirect effects through inhibitory control, working memory, and cognitive flexibility, accounting for 53.8% of the total effect. Conclusion: Mindfulness education enhances children's emotion regulation, both directly and through improvements in executive function, supporting its implementation in school mental health programs.