Erin Kern Popejoy

The authors implemented an A–B–A with follow‐up quasi‐experimental single‐case research design to assess the effectiveness of a consumer‐grade neurofeedback (NFB)‐assisted mindfulness‐based intervention (MBI) for reducing anxiety in high‐achieving high school students ( N = 5). Three of the participants from racial/ethnic minority and lower socioeconomic status (SES) backgrounds reported reduced anxiety as measured by the State‐Trait Anxiety Inventory for Youth (STAI‐Y) during the intervention. In contrast, the two participants who identified as White, higher SES did not report decreased anxiety during the intervention. Results provide initial support for the use of the NFB‐assisted MBI used in this study as a brief, targeted intervention for highly anxious, high‐achieving high school students—specifically those from racial/ethnic minority and lower SES backgrounds. Implications for practice and research are discussed.