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.
Willem Kuyken, Susan Ball, Catherine Crane, Poushali Ganguli, Benjamin Jones, Jesus Montero-Marin, Elizabeth Nuthall, Anam Raja, Laura Taylor, Kate Tudor, Russell M Viner, Matthew Allwood, Louise Aukland, Darren Dunning, Tríona Casey, Nicola Dalrymple, Katherine De Wilde, Eleanor-Rose Farley, Jennifer Harper, Verena Hinze, Nils Kappelmann, Maria Kempnich, Liz Lord, Emma Medlicott, Lucy Palmer, Ariane Petit, Alice Philips, Isobel Pryor-Nitsch, Lucy Radley, Anna Sonley, Jem Shackleford, Alice Tickell, Myriad Team, Sarah-Jayne Blakemore, Obioha C Ukoumunne, Mark T Greenberg, Tamsin Ford, Tim Dalgleish, Sarah Byford, J Mark G Williams
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引用次数: 0
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 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: 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.
期刊介绍：
Evidence-Based Mental Health alerts clinicians to important advances in treatment, diagnosis, aetiology, prognosis, continuing education, economic evaluation and qualitative research in mental health. Published by the British Psychological Society, the Royal College of Psychiatrists and the BMJ Publishing Group the journal surveys a wide range of international medical journals applying strict criteria for the quality and validity of research. Clinicians assess the relevance of the best studies and the key details of these essential studies are presented in a succinct, informative abstract with an expert commentary on its clinical application.Evidence-Based Mental Health is a multidisciplinary, quarterly publication.
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