Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study
Willem Kuyken1, Katherine Weare, Obioha C Ukoumunne
1University of Exeter, Exeter; Richard Burnett, MA, UK. w.kuyken@exeter.ac.uk
Summary
This study shows that the Mindfulness in Schools Programme is acceptable and effective for young people. It significantly reduced depressive symptoms and stress while improving well-being in adolescents.
Area of Science:
- Child and Adolescent Psychology
- Mental Health Interventions
- Educational Psychology
Background:
- Mindfulness-based approaches are proven effective for adult mental health.
- Limited controlled trials exist for mindfulness interventions in young people.
- There is a need to evaluate school-based programs for adolescent mental well-being.
Purpose of the Study:
- To evaluate the acceptability and efficacy of a universal, school-based mindfulness program.
- To enhance mental health and well-being among adolescents.
- To provide evidence for the Mindfulness in Schools Programme's effectiveness.
Main Methods:
- A controlled trial involving 522 adolescents aged 12-16 across 12 secondary schools.
- Participants were assigned to either the Mindfulness in Schools Programme or the standard school curriculum.
- Data collected on mental health outcomes, including depressive symptoms, stress, and well-being.
Main Results:
- High rates of program acceptability were reported.
- Intervention group showed significantly fewer depressive symptoms post-treatment and at follow-up compared to controls.
- The mindfulness intervention led to lower stress and greater well-being at follow-up.
- Adherence to mindfulness practices correlated with improved well-being and reduced stress.
Conclusions:
- The Mindfulness in Schools Programme demonstrates promising acceptability and efficacy.
- School-based mindfulness interventions can be a valuable tool for improving adolescent mental health.
- Further research can build upon these findings to support widespread implementation.
