Mental wellbeing Mental and Behavioural Disorders Mental wellbeing
Conditions
Interventions
Randomisation of schools to intervention and control arms (‘Teaching as usual’) will be stratified and will be carried out by an independent statistician. The following stratification variables will b
Sponsors
University of Oxford (UK)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: School: 1. Able to fulfil SEL/PSHE assessment 2. Have pupils in key stage 3 3. Are mainstream UK schools 4. Have English speaking curriculum 5. Have at least 5 teachers that meet criteria for inclusion 6. Be able to timetable into the normal curriculum the mindfulness programme taught by the trained teachers if allocated to training arm of the trial Teacher: 1. Have Qualified Teacher status (QTS) or 2 years teaching experience 2. Have a permanent contract with the school, or likely to be in the same school for next 3 years 3. Be available to attend an 8 week personal mindfulness course consisting of a 2 hour class each week together with a ‘silent day’ which is usually on a Saturday and then attend a further course to be trained in the mindfulness programme (4 full days optionally residential) in the current school year 4. Be willing to complete measures for the project 5. Be happy to deliver the mindfulness programme to pupils in school following training Pupil: 1. In year 7 or 8 of school 2. Are in a school and a class taking part in the trial 3. Has good comprehension of written and spoken English 4. In case of needing additional support, has teaching assistant available
Exclusion criteria
Exclusion criteria: Current exclusion criteria as of 31/07/2020: School: 1. School has current OFSTED rating of ‘Inadequate’ 2. School has no substantive head teacher 3. Special educational needs school 4. Already implementing a mindfulness programme Teacher: 1. Be a Newly Qualified Teacher (NQT) 2. Have already completed an 8-week face-to-face mindfulness course or the ‘.b’ training provided by Mindfulness in Schools Project 3. Be currently identified as unsatisfactory in their performance management cycle Pupil: No exclusion criteria _____ Previous exclusion criteria: School: 1. School has current OFSTED rating of ‘Inadequate’ 2. School has no substantive head teacher 3. Special educational need school Teacher: 1. Be a Newly Qualified Teacher (NQT) 2. Have already completed an eight week face to face mindfulness course or the ‘.b’ training provided by Mindfulness in Schools Project 3. Be currently identified as unsatisfactory in their performance management cycle Pupil: No exclusion criteria
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Risk for depression is measured using Centre for Epidemiologic Studies Depression Scale (CES-D) 2. Socio-emotional and behavioural functioning is measured using Strengths and Difficulties Questionnaire (SDQ - Pupil) 3. Well-being is measured using Warwick-Edinburgh mental well-being scale (WEMWBS) Primary outcome measures are for pupils only and will be taken at five timepoints: Baseline, pre-intervention, 3 months post-intervention (or equivalent), 1-year (1 year after pre-intervention) follow-up, and again at 2-year follow-up (2 years after pre-intervention). | — |
Secondary
| Measure | Time frame |
|---|---|
| Current secondary outcome measures as of 17/12/2020: Students: 1. Drug and alcohol use assessed using a measure devised for this study 2. Anxiety is measured using anxiety subscales from the Revised Child Anxiety and Depression Scale (RCADS) 3. Mental health assessed using the Strengths and Difficulties Questionnaire (SDQ-Teacher rated) 4. Student level attainment is measured using information taken from the National Pupil Database (NPD) 5. Self-harm and suicidal ideation assessed using a brief measure designed for the study 6. Mindfulness skills are measured using the Child-Adolescent Mindfulness Measure (CAMM) 7. Health-related quality of life is measured using the Child Health Utility instrument (CHU-9D) and the Child and Adolescent Service Use Schedule (CA-SUS) Teachers: 1. Well-being is measured using the Maslach Burnout Inventory (MBI Educator survey) 2. Self-efficacy is measured using the Teacher’s Self-efficacy Scale (TSS) 3. Classroom mindfulness is measured using the Mindfulness in Teaching Scale 4. Stress is measured using the Perceived Stress Scale (PSS) 5. Depression is measured using the Patient Health Questionnaire (PHQ-9) 6. Anxiety is measured using the Generalised Anxiety Disorder questionnaire (GAD-7) 7. Personal mindfulness is measured using the Five Facet Mindfulness Questionnaire, short form (FFMQ-FS) Schools: 1. School ecology/climate is measured using sub-scales most relevant to the intervention from the School Climate and Connectedness Survey (SCCS) 2. School level attainment, for example GSCE results, is determined using information taken from the National Pupil Database (NPD) Study outcomes will be measured at five time points: baseline (school and teacher as well as primary measures for all pupils from Years 7 and 8); pre-intervention;3 months post-intervention (or equivalent); 1-year (1 year after pre-intervention) follow-up; and again at 2-year follow-up (2 years after pre-intervention). _____ Previous secondary outcome measures | — |
Countries
England, United Kingdom
Contacts
Public ContactElizabeth;Kate Nuthall;Tudor
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Outcome results
None listed