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

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.