Mindfulness and social‐emotional skills in Latino pre‐adolescents in the U.S.: The mediating role of executive function

Abstract

Latino youth are the largest and the fastest growing ethnic minority group in the U.S., and social-emotional skills are critical to their ability to cope with acculturative stress, perceived racial/ethnic discrimination and cultural value conflicts. Despite the significant challenges faced by Latino youth in the U.S., a paucity of research has examined the social-emotional skills of Latino pre-adolescents specifically. Recent research suggests that mindfulness may be closely linked to youth social-emotional skills, and executive function may serve as a mediating mechanism, but such associations have not been examined prior to this study. Using a cross-sectional survey among a sample of Latino youth in fifth–sixth grades in northern New Jersey (N = 97, Mage = 11, 54% male), this study examines the association between their mindfulness and their social-emotional skills, and tests the role of executive function in this relationship. Among the sampled Latino youth, mindfulness is positively associated with executive function, which is positively associated with social-emotional skills. Additionally, being male and being older both have marginally significant negative effect on social-emotional skills. Our results suggest that mindfulness, the awareness of and intentional focus on one's present thoughts and emotions with self-compassion, may benefit Latino pre-adolescents’ executive function, which in turn may exhibit as improved social-emotional skills. This preliminary evidence and the differences based on gender and age therein warrant further investigation with larger samples among Latino youth. Future research and service implications are discussed.