Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study.
Study Goal
The researchers aimed to assess the acceptability and efficacy of a schools-based universal mindfulness intervention to enhance mental health and well-being in young people.
Results Summary
The intervention group reported fewer depressive symptoms post-treatment and at follow-up, lower stress, and greater well-being at follow-up. Practising mindfulness skills was associated with better well-being and less stress at 3-month follow-up.
Population
Young people aged 12-16 in 12 secondary schools.
Effective Dosage
Not specified
Duration
Not specified
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
Mindfulness in Schools Programme | decrease | depressive symptoms | young people aged 12-16 in secondary schools | - | reported fewer | #1 |
Mindfulness in Schools Programme | decrease | stress | young people aged 12-16 in secondary schools | - | reported lower | #2 |
Mindfulness in Schools Programme | increase | well-being | young people aged 12-16 in secondary schools | - | reported greater | #3 |
mindfulness skills practice | increase | well-being | students in the intervention group | - | was associated with better | #4 |
mindfulness skills practice | decrease | stress | students in the intervention group | - | was associated with less | #5 |
BACKGROUND: Mindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness among young people. AIMS: To assess the acceptability and efficacy of a schools-based universal mindfulness intervention to enhance mental health and well-being. METHOD: A total of 522 young people aged 12-16 in 12 secondary schools either participated in the Mindfulness in Schools Programme (intervention) or took part in the usual school curriculum (control). RESULTS: Rates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up. CONCLUSIONS: The findings provide promising evidence of the programme's acceptability and efficacy.