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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.
Kuyken, Willem; Ball, Susan; Crane, Catherine; Ganguli, Poushali; Jones, Benjamin; Montero-Marin, Jesus; Nuthall, Elizabeth; Raja, Anam; Taylor, Laura; Tudor, Kate; Viner, Russell M; Allwood, Matthew; Aukland, Louise; Dunning, Darren; Casey, Tríona; Dalrymple, Nicola; De Wilde, Katherine; Farley, Eleanor-Rose; Harper, Jennifer; Hinze, Verena; Kappelmann, Nils; Kempnich, Maria; Lord, Liz; Medlicott, Emma; Palmer, Lucy; Petit, Ariane; Philips, Alice; Pryor-Nitsch, Isobel; Radley, Lucy; Sonley, Anna; Shackleford, Jem; Tickell, Alice; Team, Myriad; Blakemore, Sarah-Jayne; Ukoumunne, Obioha C; Greenberg, Mark T; Ford, Tamsin; Dalgleish, Tim; Byford, Sarah; Williams, J Mark G.
Afiliação
  • Kuyken W; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK willem.kuyken@psych.ox.ac.uk.
  • Ball S; NIHR Applied Research Collaboration Southwest Peninsula (PenARC), University of Exeter, Exeter, Devon, UK.
  • Crane C; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Ganguli P; King's College London, King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK.
  • Jones B; NIHR Applied Research Collaboration Southwest Peninsula (PenARC), University of Exeter, Exeter, Devon, UK.
  • Montero-Marin J; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Nuthall E; Teaching, Research and Innovation Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain.
  • Raja A; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Taylor L; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Tudor K; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Viner RM; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Allwood M; Population, Policy & Practice research programme, UCL Great Ormond St. Institute of Child Health, London, UK.
  • Aukland L; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Dunning D; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Casey T; Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK.
  • Dalrymple N; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • De Wilde K; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Farley ER; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Harper J; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Hinze V; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Kappelmann N; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Kempnich M; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Lord L; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Medlicott E; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Palmer L; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Petit A; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Philips A; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Pryor-Nitsch I; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Radley L; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Sonley A; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Shackleford J; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Tickell A; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Team M; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Blakemore SJ; Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
  • Ukoumunne OC; Department of Psychology, University of Cambridge, Cambridge, UK.
  • Greenberg MT; UCL Institute of Cognitive Neuroscience, London, UK.
  • Ford T; NIHR Applied Research Collaboration Southwest Peninsula (PenARC), University of Exeter, Exeter, Devon, UK.
  • Dalgleish T; Department of Human Development and Family Studies, Pennsylvania State University, Pennsylvania, Pennsylvania, USA.
  • Byford S; Department of Psychiatry, University of Cambridge, Cambridge Biomedical Campus, Cambridge, UK.
  • Williams JMG; Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK.
Evid Based Ment Health ; 2022 Jul 12.
Article em En | MEDLINE | ID: mdl-35820990
ABSTRACT

BACKGROUND:

Education is broader than academic teaching. It includes teaching students social-emotional skills both directly and indirectly through a positive school climate.

OBJECTIVE:

To evaluate if a universal school-based mindfulness training (SBMT) enhances teacher mental health and school climate.

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 11 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:

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:

SBMT supports short-term changes in teacher burnout and school climate. Further work is required to explore how best to sustain improvements. CLINICAL IMPLICATIONS SBMT has limited effects on teachers' mental and school climate. Innovative approaches to support and preserve teachers' mental health and school climate are needed.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Contexto em Saúde: 1_ASSA2030 Problema de saúde: 1_doencas_nao_transmissiveis Tipo de estudo: Clinical_trials Idioma: En Revista: Evid Based Ment Health Assunto da revista: PSICOLOGIA Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Reino Unido
Texto completo
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Contexto em Saúde: 1_ASSA2030 Problema de saúde: 1_doencas_nao_transmissiveis Tipo de estudo: Clinical_trials Idioma: En Revista: Evid Based Ment Health Assunto da revista: PSICOLOGIA Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Reino Unido