Non-Positive Experiences Encountered by Pupils During Participation in a Mindfulness-Informed School-Based...

Area of Science:

• Educational Psychology
• Child and Adolescent Mental Health
• Mindfulness Interventions

Background:

• School-based mental health curricula, particularly mindfulness-informed ones, are increasingly implemented to foster positive school climates and support student well-being.
• Despite promising outcomes, non-positive pupil experiences and adverse effects of these interventions are under-reported in existing literature.

Purpose of the Study:

• To investigate and document non-positive pupil experiences with a specific mindfulness-informed school-based mental health curriculum.
• To identify contextual factors associated with these negative experiences and provide recommendations for intervention improvement.

Main Methods:

• Qualitative exploration of pupil experiences across multiple schools participating in the study.
• Analysis of reported non-positive outcomes, including emotional distress and perceived ineffectiveness.

Main Results:

• Non-positive experiences were reported by some pupils across all participating schools.
• Specific adverse outcomes included the emergence of troubling thoughts and emotions, and a lack of perceived program effectiveness.
• Contextual factors influencing these experiences were identified.

Conclusions:

• Mindfulness-informed curricula can elicit non-positive pupil experiences, necessitating careful consideration during implementation.
• Recommendations include enhancing program structure, clarifying aims, acknowledging fidelity challenges, and proactively addressing potential negative effects.
• Improved reporting and understanding of adverse outcomes are crucial for refining school mental health interventions.