Promoting Sound Decision-Making and Behavioural Self-Regulation Among Students Through Mindfulness Training: A Case Study of Selected Secondary Schools in Kibibi Town Council, Butambala District, Uganda

Kikomeko Joseph and Dr. Muweesi Charles
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Kikomeko Joseph: Muteesa I Royal University, Uganda
Dr. Muweesi Charles: Busitema University, Uganda

Studies in Psychological Science, 2026, vol. 4, issue 1, 1-10

Abstract: Adolescence often involves impulsivity, emotional volatility, and peer pressure, contributing to poor decision-making and indiscipline in schools. This qualitative multiple-case study examined the role of informal mindfulness training in enhancing sound decision-making and behavioral self-regulation among students in three secondary schools in Kibibi Town Council, Butambala District: Kibibi Secondary School, Kibibi Muslim Secondary School, and Kibibi Parents Secondary School. Guided by (Bandura, 1991), data were collected through semi-structured interviews with 9 teachers (3 per school) and focus group discussions with 30 students (10 per school). Findings revealed prevalent challenges, including impulsivity in fights, betting, examination malpractice, and peer-influenced risk-taking. Implementation involved low-cost, culturally adapted practices such as deep breathing, two-minute silence periods, and integration with Islamic prostration (Sujuud) for reflection. Positive impacts included improved impulse control, a cognitive “pause” between stimulus and response, better emotional regulation, and reflective choices in academics and social interactions. The study concludes that informal mindfulness practices offer a promising, feasible strategy for fostering self-regulation in resource-limited Ugandan secondary schools, though sustainability requires formalization. Recommendations include teacher training, structured integration into school routines, district workshops, and national policy consideration for social-emotional learning (SEL) components.

Keywords: mindfulness training; behavioral self-regulation; sound decision-making; adolescents; secondary schools; Uganda; social cognitive theory (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:bdz:stupsc:v:4:y:2026:i:1:p:1-10

DOI: 10.63593/SPS.2026.04.01

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