Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial.
Child & adolescent psychiatry
Depression & mood disorders
Journal
Evidence-based mental health
ISSN: 1468-960X
Titre abrégé: Evid Based Ment Health
Pays: England
ID NLM: 100883413
Informations de publication
Date de publication:
12 Jul 2022
12 Jul 2022
Historique:
received:
21
01
2022
accepted:
30
03
2022
entrez:
12
7
2022
pubmed:
13
7
2022
medline:
13
7
2022
Statut:
aheadofprint
Résumé
Education is broader than academic teaching. It includes teaching students social-emotional skills both directly and indirectly through a positive school climate. To evaluate if a universal school-based mindfulness training (SBMT) enhances teacher mental health and school climate. The My Resilience in Adolescence parallel group, cluster randomised controlled trial (registration: ISRCTN86619085; funding: Wellcome Trust (WT104908/Z/14/Z, WT107496/Z/15/Z)) recruited 85 schools (679 teachers) delivering social and emotional teaching across the UK. Schools (clusters) were randomised 1:1 to either continue this provision (teaching as usual (TAU)) or include universal SBMT. Data on teacher mental health and school climate were collected at prerandomisation, postpersonal mindfulness and SBMT teacher training, after delivering SBMT to students, and at 1-year follow-up. Schools were recruited in academic years 2016/2017 and 2017/2018. Primary analysis (SBMT: 43 schools/362 teachers; TAU: 41 schools/310 teachers) showed that after delivering SBMT to students, SBMT versus TAU enhanced teachers' mental health (burnout) and school climate. Adjusted standardised mean differences (SBMT minus TAU) were: exhaustion (-0.22; 95% CI -0.38 to -0.05); personal accomplishment (-0.21; -0.41, -0.02); school leadership (0.24; 0.04, 0.44); and respectful climate (0.26; 0.06, 0.47). Effects on burnout were not significant at 1-year follow-up. Effects on school climate were maintained only for respectful climate. No SBMT-related serious adverse events were reported. SBMT supports short-term changes in teacher burnout and school climate. Further work is required to explore how best to sustain improvements. SBMT has limited effects on teachers' mental and school climate. Innovative approaches to support and preserve teachers' mental health and school climate are needed.
Sections du résumé
BACKGROUND
BACKGROUND
Education is broader than academic teaching. It includes teaching students social-emotional skills both directly and indirectly through a positive school climate.
OBJECTIVE
OBJECTIVE
To evaluate if a universal school-based mindfulness training (SBMT) enhances teacher mental health and school climate.
METHODS
METHODS
The My Resilience in Adolescence parallel group, cluster randomised controlled trial (registration: ISRCTN86619085; funding: Wellcome Trust (WT104908/Z/14/Z, WT107496/Z/15/Z)) recruited 85 schools (679 teachers) delivering social and emotional teaching across the UK. Schools (clusters) were randomised 1:1 to either continue this provision (teaching as usual (TAU)) or include universal SBMT. Data on teacher mental health and school climate were collected at prerandomisation, postpersonal mindfulness and SBMT teacher training, after delivering SBMT to students, and at 1-year follow-up.
FINDING
RESULTS
Schools were recruited in academic years 2016/2017 and 2017/2018. Primary analysis (SBMT: 43 schools/362 teachers; TAU: 41 schools/310 teachers) showed that after delivering SBMT to students, SBMT versus TAU enhanced teachers' mental health (burnout) and school climate. Adjusted standardised mean differences (SBMT minus TAU) were: exhaustion (-0.22; 95% CI -0.38 to -0.05); personal accomplishment (-0.21; -0.41, -0.02); school leadership (0.24; 0.04, 0.44); and respectful climate (0.26; 0.06, 0.47). Effects on burnout were not significant at 1-year follow-up. Effects on school climate were maintained only for respectful climate. No SBMT-related serious adverse events were reported.
CONCLUSIONS
CONCLUSIONS
SBMT supports short-term changes in teacher burnout and school climate. Further work is required to explore how best to sustain improvements.
CLINICAL IMPLICATIONS
CONCLUSIONS
SBMT has limited effects on teachers' mental and school climate. Innovative approaches to support and preserve teachers' mental health and school climate are needed.
Identifiants
pubmed: 35820990
pii: ebmental-2022-300424
doi: 10.1136/ebmental-2022-300424
pmc: PMC9340006
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Wellcome Trust
Pays : United Kingdom
Organisme : Medical Research Council
ID : MC_UU_00030/5
Pays : United Kingdom
Informations de copyright
© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY. Published by BMJ.
Déclaration de conflit d'intérêts
Competing interests: WK is the Director of the Oxford Mindfulness Centre and receives royalties for several books on mindfulness. JMGW is former Director of the Oxford Mindfulness Centre and receives royalties for several books on mindfulness.
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