Notes

As a Part of the Research Project

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



"There's been an abundance of interest (from) policymakers in the last 10 years on this and the main message we've been delivering to policymakers is to be vigilant and be cautious because enthusiasm is running ahead of the evidence," said Mark Williams, professor emeritus and founding director of the Oxford Mindfulness Centre at the University of Oxford, in an interview with the media.



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



Student engagement is not as high.



A random controlled study, which is considered to be the gold standard in research conducted in the field of science, was conducted in 41 schools. It included socal-emotional learning for students aged 11-14. Teachers at 41 other schools were also trained in mindfulness training. Each lesson ran between 30 to 50 minutes. The program had already been found effective in some smaller studies.



There was no evidence to suggest that the school-based mindfulness training was superior to teaching as usual in preventing mental health problems after a year. For those who suffer from mental health problems the study found that it could make the situation worse. Future research should investigate alternative methods for children, even though there was no evidence of adverse effects.



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After the initial program, the mindfulness program did boost teachers' mental health and reduced burnout. It also helped improve some dimensions of the school's culture like leadership involvement, a positive atmosphere and positive attitudes to teaching. After a year, these effects had all but gone. The course was designed to be completed in a period of time for children who were in the first or second year of secondary school. There was no further specific mindfulness instruction as part of the study.



When they looked at their findings, the researchers discovered that the technique was more effective with the older kids involved in the study than with the younger cohort. However, the team behind the study stated that a lot of the children involved simply didn't like the mindfulness program.
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"Most students were not engaged with the program. On average, they only took part in one session over the course of 10 weeks of the course. It's like going to the gym once and hoping to get fit. Why didn't they do more? Why? Williams explained that many of them were bored.



The researchers suggested that peer-based methods to teaching mindfulness could be a better alternative (such as involving older students to lead the lessons) and using things like sport, art, computer gaming and music as vehicles to teach these skills. The group also said it was paramount to consider problems of the system, such as inequality and deprivation when attempting to improve young people's mental health.



"Instead of offering ways to kids to improve their mental training, maybe what we need to do is design schools, to ensure that the entire school as well as the climate and environment of a school actually help young people's well-being and mental health," Kuyken told the briefing.



The research team also analyzed and reviewed another 66 random controlled trials of mindfulness programs that involved more than 20,100 young people as part of their research project. Researchers discovered that mindfulness programs resulted in modest improvements in mindfulness abilities and self-control, attention anxiety, and stress, however, the benefits weren't sustained one year later.



Results that are 'disapointing'



For teachers and schools that were finding mindfulness skills useful it was recommended to keep going.



"We do not believe that mindfulness training should cease. But schools should take a look at how mindfulness training is getting received in your school. Students are often the best source of information on what they can do in this particular area. Do your students at your school like it? Do they say they get something from it? If so, you have something that is worth keeping. If, as (it's) refined mindfulness starts to change (the) school atmosphere and lessen teacher burnout, these are important in their own right," Williams said.



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Dan O'Hare is co-vice-chair of the British Psychological Society's Division of Educational and Child Psychology. He stated that support for mental health should be tailored to each child's needs and circumstances. The British Psychological Society co-owns the Evidence-Based Mental Health journal.



"It is important not to view mindfulness as a panacea, and as a 'off the shelf product that can help students and their teachers to improve their resilience, without appreciating all the other factors that impact the process including the school environment," said O'Hare, who was not involved in the study, according to a news release.



Lady 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 and Neuroscience, said the results were disappointing.



"Despite the possibility of teaching mindfulness in secondary schools," the rigorous trial did not show any benefit overall for adolescents. This is a shame as there had been some hope for a simple solution, especially for those who may develop depression," she told the Science Media Centre in London.



"The positive effects of the study on teachers was the only positive aspect. This could be due to the methods were beneficial for teachers personally or simply because they were pleased to provide assistance to their students.


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