School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial?
Background Preventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence.Objectives To explore for whom SBMT does/does not work and what influences outcomes.Methods The My Resilience in Adolescence was a parallel-gro...
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| Language: | English |
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BMJ Publishing Group
2022-08-01
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| Series: | BMJ Mental Health |
| Online Access: | https://mentalhealth.bmj.com/content/25/3/117.full |
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| author | Susan Ball Obioha C Ukoumunne Tamsin Ford Sarah Byford Tim Dalgleish Willem Kuyken Jesus Montero-Marin Kate Tudor Alice Tickell Catherine Crane Ariane Petit Elise Sellars Laura Taylor Maris Vainre Benjamin Jones Kirsty Griffiths Elizabeth Nuthall J Mark G Williams Sarah-Jayne Blakemore Katie Fletcher Emma Medlicott Anam Raja Matthew Allwood Louise Aukland Tríona Casey Nicola Dalrymple Katherine De Wilde Eleanor-Rose Farley Jennifer Harper Nils Kappelmann Maria Kempnich Liz Lord Lucy Palmer Alice Philips Isobel Pryor-Nitsch Lucy Radley Anna Sonley Jem Shackleford Mark T Greenberg Verena Hinze Saz Ahmed Marc Bennett Lucy Foulkes Cait Griffin Konstantina Komninidou Rachel Knight Suzannah Laws Jovita Leung Jenna Parker Blanca Piera Pi-Sunyer Ashok Sakhardande Lucy Warriner Brian Wainman |
| author_facet | Susan Ball Obioha C Ukoumunne Tamsin Ford Sarah Byford Tim Dalgleish Willem Kuyken Jesus Montero-Marin Kate Tudor Alice Tickell Catherine Crane Ariane Petit Elise Sellars Laura Taylor Maris Vainre Benjamin Jones Kirsty Griffiths Elizabeth Nuthall J Mark G Williams Sarah-Jayne Blakemore Katie Fletcher Emma Medlicott Anam Raja Matthew Allwood Louise Aukland Tríona Casey Nicola Dalrymple Katherine De Wilde Eleanor-Rose Farley Jennifer Harper Nils Kappelmann Maria Kempnich Liz Lord Lucy Palmer Alice Philips Isobel Pryor-Nitsch Lucy Radley Anna Sonley Jem Shackleford Mark T Greenberg Verena Hinze Saz Ahmed Marc Bennett Lucy Foulkes Cait Griffin Konstantina Komninidou Rachel Knight Suzannah Laws Jovita Leung Jenna Parker Blanca Piera Pi-Sunyer Ashok Sakhardande Lucy Warriner Brian Wainman |
| author_sort | Susan Ball |
| collection | DOAJ |
| description | Background Preventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence.Objectives To explore for whom SBMT does/does not work and what influences outcomes.Methods The My Resilience in Adolescence was a parallel-group, cluster randomised controlled trial (K=84 secondary schools; n=8376 students, age: 11–13) recruiting schools that provided standard social–emotional learning. Schools were randomised 1:1 to continue this provision (control/teaching as usual (TAU)), and/or to offer SBMT (‘.b’ (intervention)). Risk of depression, social–emotional–behavioural functioning and well-being were measured at baseline, preintervention, post intervention and 1 year follow-up. Hypothesised moderators, implementation factors and mediators were analysed using mixed effects linear regressions, instrumental variable methods and path analysis.Findings SBMT versus TAU resulted in worse scores on risk of depression and well-being in students at risk of mental health problems both at post intervention and 1-year follow-up, but differences were small and not clinically relevant. Higher dose and reach were associated with worse social–emotional–behavioural functioning at postintervention. No implementation factors were associated with outcomes at 1-year follow-up. Pregains−postgains in mindfulness skills and executive function predicted better outcomes at 1-year follow-up, but the SBMT was unsuccessful to teach these skills with clinical relevance.SBMT as delivered in this trial is not indicated as a universal intervention. Moreover, it may be contraindicated for students with existing/emerging mental health symptoms.Clinical implications Universal SBMT is not recommended in this format in early adolescence. Future research should explore social−emotional learning programmes adapted to the unique needs of young people. |
| format | Article |
| id | doaj-art-b4d7ebf25cf842c0b74f329a661f2ac5 |
| institution | Kabale University |
| issn | 2755-9734 |
| language | English |
| publishDate | 2022-08-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Mental Health |
| spelling | doaj-art-b4d7ebf25cf842c0b74f329a661f2ac52025-02-06T00:00:10ZengBMJ Publishing GroupBMJ Mental Health2755-97342022-08-0125310.1136/ebmental-2022-300439School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial?Susan Ball0Obioha C Ukoumunne1 2Tamsin Ford3Sarah Byford4Tim Dalgleish5Willem Kuyken6Jesus Montero-Marin7Kate Tudor8Alice TickellCatherine Crane9Ariane PetitElise SellarsLaura Taylor10Maris Vainre11Benjamin Jones12Kirsty GriffithsElizabeth Nuthall13J Mark G Williams14Sarah-Jayne Blakemore15Katie FletcherEmma MedlicottAnam Raja16Matthew Allwood17Louise AuklandTríona CaseyNicola DalrympleKatherine De Wilde18Eleanor-Rose FarleyJennifer HarperNils KappelmannMaria KempnichLiz Lord19Lucy PalmerAlice PhilipsIsobel Pryor-NitschLucy Radley20Anna SonleyJem ShacklefordMark T Greenberg21Verena Hinze22Saz AhmedMarc BennettLucy Foulkes23Cait GriffinKonstantina KomninidouRachel KnightSuzannah LawsJovita LeungJenna ParkerBlanca Piera Pi-SunyerAshok SakhardandeLucy WarrinerBrian Wainman1 NIHR Applied Research Collaboration South West Peninsula (PenARC), Department of Health and Community Sciences, University of Exeter Faculty of Health and Life Sciences, Exeter, UKNIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, Exeter, UK2NHSDepartment of Psychiatry, University of Cambridge, Cambridge, UKKing`s College London, London, UKMedical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, UK1 Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UK1 Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UKNesta, London, UK1 Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK1 Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UKMedical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, UKImperial College Healthcare NHS Trust, London, UKNational Perinatal Epidemiology Unit, Clinical Trials Unit, Nuffield Department of Population Health, University of Oxford, Oxford, UK1 Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UKMRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa1 Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK1 Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK1 Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK1 Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK3 Department of Experimental Psychology, University of Oxford, Oxford, UK9 Department of Human Development and Family Studies, Pennsylvania State University, University Park, Philadelphia, Pennsylvania, USA1 Department of Psychiatry, University of Oxford, Oxford, UKDepartment of Experimental Psychology, University of Oxford, Oxford, UKBackground Preventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence.Objectives To explore for whom SBMT does/does not work and what influences outcomes.Methods The My Resilience in Adolescence was a parallel-group, cluster randomised controlled trial (K=84 secondary schools; n=8376 students, age: 11–13) recruiting schools that provided standard social–emotional learning. Schools were randomised 1:1 to continue this provision (control/teaching as usual (TAU)), and/or to offer SBMT (‘.b’ (intervention)). Risk of depression, social–emotional–behavioural functioning and well-being were measured at baseline, preintervention, post intervention and 1 year follow-up. Hypothesised moderators, implementation factors and mediators were analysed using mixed effects linear regressions, instrumental variable methods and path analysis.Findings SBMT versus TAU resulted in worse scores on risk of depression and well-being in students at risk of mental health problems both at post intervention and 1-year follow-up, but differences were small and not clinically relevant. Higher dose and reach were associated with worse social–emotional–behavioural functioning at postintervention. No implementation factors were associated with outcomes at 1-year follow-up. Pregains−postgains in mindfulness skills and executive function predicted better outcomes at 1-year follow-up, but the SBMT was unsuccessful to teach these skills with clinical relevance.SBMT as delivered in this trial is not indicated as a universal intervention. Moreover, it may be contraindicated for students with existing/emerging mental health symptoms.Clinical implications Universal SBMT is not recommended in this format in early adolescence. Future research should explore social−emotional learning programmes adapted to the unique needs of young people.https://mentalhealth.bmj.com/content/25/3/117.full |
| spellingShingle | Susan Ball Obioha C Ukoumunne Tamsin Ford Sarah Byford Tim Dalgleish Willem Kuyken Jesus Montero-Marin Kate Tudor Alice Tickell Catherine Crane Ariane Petit Elise Sellars Laura Taylor Maris Vainre Benjamin Jones Kirsty Griffiths Elizabeth Nuthall J Mark G Williams Sarah-Jayne Blakemore Katie Fletcher Emma Medlicott Anam Raja Matthew Allwood Louise Aukland Tríona Casey Nicola Dalrymple Katherine De Wilde Eleanor-Rose Farley Jennifer Harper Nils Kappelmann Maria Kempnich Liz Lord Lucy Palmer Alice Philips Isobel Pryor-Nitsch Lucy Radley Anna Sonley Jem Shackleford Mark T Greenberg Verena Hinze Saz Ahmed Marc Bennett Lucy Foulkes Cait Griffin Konstantina Komninidou Rachel Knight Suzannah Laws Jovita Leung Jenna Parker Blanca Piera Pi-Sunyer Ashok Sakhardande Lucy Warriner Brian Wainman School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? BMJ Mental Health |
| title | School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? |
| title_full | School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? |
| title_fullStr | School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? |
| title_full_unstemmed | School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? |
| title_short | School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? |
| title_sort | school based mindfulness training in early adolescence what works for whom and how in the myriad trial |
| url | https://mentalhealth.bmj.com/content/25/3/117.full |
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