Notes

As Part of the Research Project

Mindfulness training teaches you to pay attention and be in the moment, and to understand and manage your feelings and behavior, helping you manage stress better and promote good mental health.



"There has been a lot of interest from policymakers in the last 10 years about this issue and the message we've been sending policymakers is to be wary and be cautious because enthusiasm is often more convincing than the facts," stated Mark Williams, professor Emeritus and founder director of the Oxford Mindfulness Centre, University of Oxford in a news briefing.



The five studies were published in the journal Evidence-Based Mental Health on Tuesday.



Insufficient engagement of students



A random controlled trial, which is considered to be the most reliable method of scientific research, was conducted in 41 schools. It involved socal-emotional learning for students aged 11-14. Teachers at 41 other schools received training in mindfulness training. Each lesson ran between 30 and 50 minutes. The program had already been found effective in some smaller studies.



There was no evidence to suggest the mindfulness program offered in schools was superior to the normal teaching method in preventing mental health problems after one year. For those who suffer from mental health issues the study showed that it can make things worse. Future research should investigate alternative methods for children, although there were no adverse results.



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The mindfulness program was able to help teachers improve their mental health, reduce stress, and also enhance some aspects of the school's culture, such as leadership involvement and positive attitudes towards teaching. The effects were virtually gone after a year. The course was designed to be completed over the course of a semester for children in the first or second year of secondary school. There was no additional specific mindfulness instruction as part of the study.



The researchers discovered that the method worked better for the older kids in the study than it did for the younger ones. However, the research team said many of the kids that participated simply didn't like the mindfulness training.



"Most students did not engage with the program. They only practiced on average every week during the 10 week course. And that's like going to the gym only once and hoping to get fit. Aseanbiotechnology Why didn't they practice? Why? Because many people found it boring," Williams said.



The study suggested that peer-based approaches to teach mindfulness could be a better alternative (such as having older students to lead the lessons) plus using things like sport, art, computer gaming and music as ways to teach these skills. The researchers also emphasized the importance of addressing systemic issues like inequality and deprivation in order to improve mental health of young people.



"Instead of offering methods to children to improve their mental health, what we should create schools to ensure that the entire school is a healthy environment, with a positive climate and environment of a school actually help children's mental health and well-being." Kuyken told the briefing.



As part of the research project the team also reviewed and analysed the results of 66 other controlled trials of mindfulness programs that involved 20,100 young people. The researchers found mindfulness programs did lead to small improvement in mindfulness skills, attention, self-control, anxiety, and antisocial behavior. stress but that the benefits were not sustained after a year.



Results that are 'disapointing'



For teachers and schools who found mindfulness skills beneficial, the advice was to continue.



"We do not mean to say that mindfulness training in all forms has to be stopped. Schools should consider the way mindfulness training is delivered in schools. Students are usually the best source of information on what they are able to do in this area. Do the students at your school like it? Do they say they get something out of it? If so, it's worth keeping. And if, once (it's) refined mindfulness starts to change (the) school environment and decrease teacher burnout, these are significant in their own as well," Williams said.



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Dan O'Hare, co-vice-chair of the British Psychological Society's Division of Educational and Child Psychology Dan O'Hare, co-vice-chair of the Division of Education and Child was important for mental health support to be tailored to each child and their particular circumstances. The Evidence-Based Mental Health journal is co-owned by the British Psychological Society.



O'Hare, who was not part of the study said that mindfulness sessions should not be viewed as an answer to all problems and is merely an off-the-shelf item that could aid students and their teachers to become'more resilient' without considering the other aspects like the school environment.



The late Dame Til Wykes Professor and director of the School of Mental Health and Psychological Sciences at King's College London's Institute of Psychiatry, Psychology and Neuroscience she said that the results were disappointing.



"Despite the potential of teaching mindfulness in secondary schools," the rigorous trial did not show any benefit overall for the adolescents. She made this statement to the Science Media Centre in London.



"The positive aspect of the study was the positive effects it had on teachers. One could speculate that this is because the techniques were beneficial to the teachers personally or that they were pleased to have some intervention to give their students."


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