Do Adolescents Like School-Based Mindfulness Training? Predictors of Mindfulness Practice and Responsiveness in the MYRIAD Trial

The MYRIAD team

doi:10.1016/j.jaac.2023.02.016

Do Adolescents Like School-Based Mindfulness Training? Predictors of Mindfulness Practice and Responsiveness in the MYRIAD Trial

The MYRIAD team

Research output: Contribution to journal › Article › peer-review

16 Citations (Scopus)

Abstract

Objective: We explored what predicts secondary school students’ mindfulness practice and responsiveness to universal school-based mindfulness training (SBMT), and how students experience SBMT. Method: A mixed-methods design was used. Participants were 4,232 students (11-13 years of age), in 43 UK secondary schools, who received universal SBMT (ie, “.b” program), within the MYRIAD trial (ISRCTN86619085). Following previous research, student, teacher, school, and implementation factors were evaluated as potential predictors of students’ out-of-school mindfulness practice and responsiveness (ie, interest in and attitudes toward SBMT), using mixed-effects linear regression. We explored pupils’ SBMT experiences using thematic content analysis of their answers to 2 free-response questions, 1 question focused on positive experiences and 1 question on difficulties/challenges. Results: Students reported practicing out-of-school mindfulness exercises on average once during the intervention (mean [SD] = 1.16 [1.07]; range, 0-5). Students’ average ratings of responsiveness were intermediate (mean [SD] = 4.72 [2.88]; range, 0-10). Girls reported more responsiveness. High risk of mental health problems was associated with lower responsiveness. Asian ethnicity and higher school-level economic deprivation were related to greater responsiveness. More SBMT sessions and better quality of delivery were associated with both greater mindfulness practice and responsiveness. In terms of students’ experiences of SBMT, the most frequent themes (60% of the minimally elaborated responses) were an increased awareness of bodily feelings/sensations and increased ability to regulate emotions. Conclusion: Most students did not engage with mindfulness practice. Although responsiveness to the SMBT was intermediate on average, there was substantial variation, with some youth rating it negatively and others rating it positively. Future SBMT developers should consider co-designing curricula with students, carefully assessing the student characteristics, aspects of the school environment, and implementation factors associated with mindfulness practice and responsiveness. SBMT teacher training is key, as more observed proficiency in SBMT teaching is associated with greater student mindfulness practice and responsiveness to SBMT.

Original language	English
Pages (from-to)	1256-1269
Number of pages	14
Journal	Journal of the American Academy of Child and Adolescent Psychiatry
Volume	62
Issue number	11
DOIs	https://doi.org/10.1016/j.jaac.2023.02.016
Publication status	Published - Nov 2023

Keywords

adolescents
mindfulness practice
mixed methods
responsiveness
school-based mindfulness training

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.jaac.2023.02.016

Cite this

@article{532517dada49499aa05346154e766792,

title = "Do Adolescents Like School-Based Mindfulness Training? Predictors of Mindfulness Practice and Responsiveness in the MYRIAD Trial",

abstract = "Objective: We explored what predicts secondary school students{\textquoteright} mindfulness practice and responsiveness to universal school-based mindfulness training (SBMT), and how students experience SBMT. Method: A mixed-methods design was used. Participants were 4,232 students (11-13 years of age), in 43 UK secondary schools, who received universal SBMT (ie, “.b” program), within the MYRIAD trial (ISRCTN86619085). Following previous research, student, teacher, school, and implementation factors were evaluated as potential predictors of students{\textquoteright} out-of-school mindfulness practice and responsiveness (ie, interest in and attitudes toward SBMT), using mixed-effects linear regression. We explored pupils{\textquoteright} SBMT experiences using thematic content analysis of their answers to 2 free-response questions, 1 question focused on positive experiences and 1 question on difficulties/challenges. Results: Students reported practicing out-of-school mindfulness exercises on average once during the intervention (mean [SD] = 1.16 [1.07]; range, 0-5). Students{\textquoteright} average ratings of responsiveness were intermediate (mean [SD] = 4.72 [2.88]; range, 0-10). Girls reported more responsiveness. High risk of mental health problems was associated with lower responsiveness. Asian ethnicity and higher school-level economic deprivation were related to greater responsiveness. More SBMT sessions and better quality of delivery were associated with both greater mindfulness practice and responsiveness. In terms of students{\textquoteright} experiences of SBMT, the most frequent themes (60% of the minimally elaborated responses) were an increased awareness of bodily feelings/sensations and increased ability to regulate emotions. Conclusion: Most students did not engage with mindfulness practice. Although responsiveness to the SMBT was intermediate on average, there was substantial variation, with some youth rating it negatively and others rating it positively. Future SBMT developers should consider co-designing curricula with students, carefully assessing the student characteristics, aspects of the school environment, and implementation factors associated with mindfulness practice and responsiveness. SBMT teacher training is key, as more observed proficiency in SBMT teaching is associated with greater student mindfulness practice and responsiveness to SBMT.",

keywords = "adolescents, mindfulness practice, mixed methods, responsiveness, school-based mindfulness training",

author = "{The MYRIAD team} and Jesus Montero-Marin and Verena Hinze and Catherine Crane and Nicola Dalrymple and Kempnich, {Maria E.J.} and Liz Lord and Yasmijn Slaghekke and Kate Tudor and Saz Ahmed and Matt Allwood and Susan Ball and Marc Bennett and Blakemore, {Sarah Jayne} and Triona Casey and {De Wilde}, Katherine and Darren Dunning and Farley, {Eleanor Rose} and Katie Fletcher and Lucy Foulkes and Poushali Ganguli and Cait Griffin and Kirsty Griffiths and Ben Jones and Nils Kappelmann and Konstantina Komninidou and Rachel Knight and Suzannah Laws and Jovita Leung and Emma Medlicott and Elizabeth Nuthall and Jenna Parker and Alice Phillips and Anam Raja and Lucy Palmer and Ariane Petit and Pi-Sunyer, {Blanca Piera} and Isobel Pryor-Nitsch and Lucy Radley and Sakhardande, {J. Ashok} and Jem Shackleford and Anna Sonley and Laura Taylor and Alice Tickell and Maris Vainre and Viner, {Russell M.} and Brian Wainman and Lucy Warriner and Sarah Byford and Ford, {Tamsin J.} and Ukoumunne, {Obioha C.}",

note = "Funding Information: This research was funded in whole, or in part, by the Wellcome Trust (WT104908/Z/14/Z and WT107496/Z/15/Z) and supported by the National Institute for Health Research Clinical Research Network (NIHR CRN). For the purposes of Open Access, the author has applied a CC BY public copyright license to any accepted manuscript version arising from this submission. The funders of the study had no role in study design, data collection, analysis, or interpretation nor in writing the paper. Funding Information: Disclosure: Drs. Montero-Marin, Crane, Kempnich, and Tudor, and Mss. Dalrymple, Lord, and Slaghekke have reported affiliation with the Oxford Mindfulness Centre. Dr. Montero-Marin has a “Miguel Servet” research contract from the ISCIII (CP21/00080), and is supported by the CIBER of Epidemiology and Public Health (CIBERESP CB22/02/00052; ISCIII). Prof. Dalgleish has held grants from the UK Medical Research Council (MR/P017355/1; MC_PC_17213) and the Economic and Social Research Council (ES/R010781/1) not directly related to the current study. Dr. Hinze was supported by the Stiftung Oskar-Helene-Heim. Prof. Ukoumunne was supported by the National Institute for Health Research (NIHR) Applied Research Collaboration South West Peninsula. Prof. Kuyken is Director of the Oxford Mindfulness Centre. Profs. Byford, Ford, Greenberg, and Williams have reported no biomedical financial interests or potential conflicts of interest. This research was funded in whole, or in part, by the Wellcome Trust (WT104908/Z/14/Z and WT107496/Z/15/Z) and supported by the National Institute for Health Research Clinical Research Network (NIHR CRN). For the purposes of Open Access, the author has applied a CC BY public copyright license to any accepted manuscript version arising from this submission. The funders of the study had no role in study design, data collection, analysis, or interpretation nor in writing the paper.. Author Contributions. Conceptualization: Montero-Marin, Hinze, Crane, Byford, Dalgleish, Ford, Greenberg, Ukoumunne, Williams, Kuyken. Data curation: Montero-Marin, Lord, Tudor, The MYRIAD Team, Kuyken. Formal analysis: Montero-Marin, Ukoumunne, Hinze, Kempnich, Dalrymple, Slaghekke, Kuyken. Funding acquisition: Kuyken, Byford, Dalgleish, Ford, Greenberg, Ukoumunne, Williams. Investigation: Montero-Marin, Kuyken. Methodology: Montero-Marin, Hinze, Ukoumunne, Kuyken. Project administration: The MYRIAD Team, Kuyken. Resources: Kuyken. Writing – original draft: Montero-Marin, Hinze, Kuyken. Writing – review and editing: Montero-Marin, Hinze, Crane, Dalrymple, Kempnich, Lord, Slaghekke, Tudor, The MYRIAD Team, Byford, Dalgleish, Ford, Greenberg, Ukoumunne, Williams, Kuyken. The MYRIAD Team comprises Saz Ahmed, PhD, of University College London, Matt Allwood, BSc, and Louise Aukland, PGCE, of University of Oxford, Susan Ball, MSc, of University of Exeter, Marc Bennett, PsyD, Sarah-Jayne Blakemore, PhD, of University of Cambridge, Triona Casey, MSc, and Katherine De Wilde, PGCE, of University of Oxford, Darren Dunning, PhD, of University of Cambridge, Eleanor-Rose Farley, MSc, and Katie Fletcher, HSD, of University of Oxford, Lucy Foulkes, PhD, of University College London, Poushali Ganguli, MSc, of Kings College London, Cait Griffin, MSc, and Kirsty Griffiths, MSc, of University of Cambridge, Ben Jones, PhD, of University of Exeter, Nils Kappelmann, MSc, of Max Planck Institute of Psychiatry and International Max Planck Research School for Translational Psychiatry, Konstantina Komninidou, BEd, of University of Oxford, Rachel Knight, MSc, of University of Cambridge, Suzannah Laws, BSc, of University of Oxford, Jovita Leung, MSc, of University College London, Emma Medlicott, MSc, and Elizabeth Nuthall, PGDip, of University of Oxford, Jenna Parker, MSc, of University of East Anglia, Alice Phillips, MRes, and Anam Raja, MSc, of University of Oxford, Lucy Palmer, PhD, of King's College London, Ariane Petit, MSc, of University of Oxford, Blanca Piera Pi-Sunyer, MSc, of University College London, Isobel Pryor-Nitsch, MSc, Lucy Radley, BSc, J. Ashok Sakhardande, BSc Hons, Jem Shackleford, MA, MSc, Anna Sonley, MEd, Laura Taylor, PhD, and Alice Tickell, BA, of University of Oxford, Maris Vainre, MA, of University of Cambridge, Russell M. Viner, PhD, of Institute of Child Health, London, Brian Wainman, BEng, of Plymouth University, and Lucy Warriner, BSc, of University of Cambridge. These individuals have worked across the MYRIAD strategic award “Promoting Mental Health and Building Resilience in Adolescence: Investigating Mindfulness and Attentional Control”; they are acknowledged as group authors in this article for their substantial contributions to the project development, in accordance with the MYRIAD Dissemination Protocol. Publisher Copyright: {\textcopyright} 2023 American Academy of Child and Adolescent Psychiatry",

year = "2023",

month = nov,

doi = "10.1016/j.jaac.2023.02.016",

language = "English",

volume = "62",

pages = "1256--1269",

journal = "Journal of the American Academy of Child and Adolescent Psychiatry",

issn = "0890-8567",

publisher = "Elsevier",

number = "11",

}

TY - JOUR

T1 - Do Adolescents Like School-Based Mindfulness Training? Predictors of Mindfulness Practice and Responsiveness in the MYRIAD Trial

AU - The MYRIAD team

AU - Montero-Marin, Jesus

AU - Hinze, Verena

AU - Crane, Catherine

AU - Dalrymple, Nicola

AU - Kempnich, Maria E.J.

AU - Lord, Liz

AU - Slaghekke, Yasmijn

AU - Tudor, Kate

AU - Ahmed, Saz

AU - Allwood, Matt

AU - Ball, Susan

AU - Bennett, Marc

AU - Blakemore, Sarah Jayne

AU - Casey, Triona

AU - De Wilde, Katherine

AU - Dunning, Darren

AU - Farley, Eleanor Rose

AU - Fletcher, Katie

AU - Foulkes, Lucy

AU - Ganguli, Poushali

AU - Griffin, Cait

AU - Griffiths, Kirsty

AU - Jones, Ben

AU - Kappelmann, Nils

AU - Komninidou, Konstantina

AU - Knight, Rachel

AU - Laws, Suzannah

AU - Leung, Jovita

AU - Medlicott, Emma

AU - Nuthall, Elizabeth

AU - Parker, Jenna

AU - Phillips, Alice

AU - Raja, Anam

AU - Palmer, Lucy

AU - Petit, Ariane

AU - Pi-Sunyer, Blanca Piera

AU - Pryor-Nitsch, Isobel

AU - Radley, Lucy

AU - Sakhardande, J. Ashok

AU - Shackleford, Jem

AU - Sonley, Anna

AU - Taylor, Laura

AU - Tickell, Alice

AU - Vainre, Maris

AU - Viner, Russell M.

AU - Wainman, Brian

AU - Warriner, Lucy

AU - Byford, Sarah

AU - Ford, Tamsin J.

AU - Ukoumunne, Obioha C.

N1 - Funding Information: This research was funded in whole, or in part, by the Wellcome Trust (WT104908/Z/14/Z and WT107496/Z/15/Z) and supported by the National Institute for Health Research Clinical Research Network (NIHR CRN). For the purposes of Open Access, the author has applied a CC BY public copyright license to any accepted manuscript version arising from this submission. The funders of the study had no role in study design, data collection, analysis, or interpretation nor in writing the paper. Funding Information: Disclosure: Drs. Montero-Marin, Crane, Kempnich, and Tudor, and Mss. Dalrymple, Lord, and Slaghekke have reported affiliation with the Oxford Mindfulness Centre. Dr. Montero-Marin has a “Miguel Servet” research contract from the ISCIII (CP21/00080), and is supported by the CIBER of Epidemiology and Public Health (CIBERESP CB22/02/00052; ISCIII). Prof. Dalgleish has held grants from the UK Medical Research Council (MR/P017355/1; MC_PC_17213) and the Economic and Social Research Council (ES/R010781/1) not directly related to the current study. Dr. Hinze was supported by the Stiftung Oskar-Helene-Heim. Prof. Ukoumunne was supported by the National Institute for Health Research (NIHR) Applied Research Collaboration South West Peninsula. Prof. Kuyken is Director of the Oxford Mindfulness Centre. Profs. Byford, Ford, Greenberg, and Williams have reported no biomedical financial interests or potential conflicts of interest. This research was funded in whole, or in part, by the Wellcome Trust (WT104908/Z/14/Z and WT107496/Z/15/Z) and supported by the National Institute for Health Research Clinical Research Network (NIHR CRN). For the purposes of Open Access, the author has applied a CC BY public copyright license to any accepted manuscript version arising from this submission. The funders of the study had no role in study design, data collection, analysis, or interpretation nor in writing the paper.. Author Contributions. Conceptualization: Montero-Marin, Hinze, Crane, Byford, Dalgleish, Ford, Greenberg, Ukoumunne, Williams, Kuyken. Data curation: Montero-Marin, Lord, Tudor, The MYRIAD Team, Kuyken. Formal analysis: Montero-Marin, Ukoumunne, Hinze, Kempnich, Dalrymple, Slaghekke, Kuyken. Funding acquisition: Kuyken, Byford, Dalgleish, Ford, Greenberg, Ukoumunne, Williams. Investigation: Montero-Marin, Kuyken. Methodology: Montero-Marin, Hinze, Ukoumunne, Kuyken. Project administration: The MYRIAD Team, Kuyken. Resources: Kuyken. Writing – original draft: Montero-Marin, Hinze, Kuyken. Writing – review and editing: Montero-Marin, Hinze, Crane, Dalrymple, Kempnich, Lord, Slaghekke, Tudor, The MYRIAD Team, Byford, Dalgleish, Ford, Greenberg, Ukoumunne, Williams, Kuyken. The MYRIAD Team comprises Saz Ahmed, PhD, of University College London, Matt Allwood, BSc, and Louise Aukland, PGCE, of University of Oxford, Susan Ball, MSc, of University of Exeter, Marc Bennett, PsyD, Sarah-Jayne Blakemore, PhD, of University of Cambridge, Triona Casey, MSc, and Katherine De Wilde, PGCE, of University of Oxford, Darren Dunning, PhD, of University of Cambridge, Eleanor-Rose Farley, MSc, and Katie Fletcher, HSD, of University of Oxford, Lucy Foulkes, PhD, of University College London, Poushali Ganguli, MSc, of Kings College London, Cait Griffin, MSc, and Kirsty Griffiths, MSc, of University of Cambridge, Ben Jones, PhD, of University of Exeter, Nils Kappelmann, MSc, of Max Planck Institute of Psychiatry and International Max Planck Research School for Translational Psychiatry, Konstantina Komninidou, BEd, of University of Oxford, Rachel Knight, MSc, of University of Cambridge, Suzannah Laws, BSc, of University of Oxford, Jovita Leung, MSc, of University College London, Emma Medlicott, MSc, and Elizabeth Nuthall, PGDip, of University of Oxford, Jenna Parker, MSc, of University of East Anglia, Alice Phillips, MRes, and Anam Raja, MSc, of University of Oxford, Lucy Palmer, PhD, of King's College London, Ariane Petit, MSc, of University of Oxford, Blanca Piera Pi-Sunyer, MSc, of University College London, Isobel Pryor-Nitsch, MSc, Lucy Radley, BSc, J. Ashok Sakhardande, BSc Hons, Jem Shackleford, MA, MSc, Anna Sonley, MEd, Laura Taylor, PhD, and Alice Tickell, BA, of University of Oxford, Maris Vainre, MA, of University of Cambridge, Russell M. Viner, PhD, of Institute of Child Health, London, Brian Wainman, BEng, of Plymouth University, and Lucy Warriner, BSc, of University of Cambridge. These individuals have worked across the MYRIAD strategic award “Promoting Mental Health and Building Resilience in Adolescence: Investigating Mindfulness and Attentional Control”; they are acknowledged as group authors in this article for their substantial contributions to the project development, in accordance with the MYRIAD Dissemination Protocol. Publisher Copyright: © 2023 American Academy of Child and Adolescent Psychiatry

PY - 2023/11

Y1 - 2023/11

N2 - Objective: We explored what predicts secondary school students’ mindfulness practice and responsiveness to universal school-based mindfulness training (SBMT), and how students experience SBMT. Method: A mixed-methods design was used. Participants were 4,232 students (11-13 years of age), in 43 UK secondary schools, who received universal SBMT (ie, “.b” program), within the MYRIAD trial (ISRCTN86619085). Following previous research, student, teacher, school, and implementation factors were evaluated as potential predictors of students’ out-of-school mindfulness practice and responsiveness (ie, interest in and attitudes toward SBMT), using mixed-effects linear regression. We explored pupils’ SBMT experiences using thematic content analysis of their answers to 2 free-response questions, 1 question focused on positive experiences and 1 question on difficulties/challenges. Results: Students reported practicing out-of-school mindfulness exercises on average once during the intervention (mean [SD] = 1.16 [1.07]; range, 0-5). Students’ average ratings of responsiveness were intermediate (mean [SD] = 4.72 [2.88]; range, 0-10). Girls reported more responsiveness. High risk of mental health problems was associated with lower responsiveness. Asian ethnicity and higher school-level economic deprivation were related to greater responsiveness. More SBMT sessions and better quality of delivery were associated with both greater mindfulness practice and responsiveness. In terms of students’ experiences of SBMT, the most frequent themes (60% of the minimally elaborated responses) were an increased awareness of bodily feelings/sensations and increased ability to regulate emotions. Conclusion: Most students did not engage with mindfulness practice. Although responsiveness to the SMBT was intermediate on average, there was substantial variation, with some youth rating it negatively and others rating it positively. Future SBMT developers should consider co-designing curricula with students, carefully assessing the student characteristics, aspects of the school environment, and implementation factors associated with mindfulness practice and responsiveness. SBMT teacher training is key, as more observed proficiency in SBMT teaching is associated with greater student mindfulness practice and responsiveness to SBMT.

AB - Objective: We explored what predicts secondary school students’ mindfulness practice and responsiveness to universal school-based mindfulness training (SBMT), and how students experience SBMT. Method: A mixed-methods design was used. Participants were 4,232 students (11-13 years of age), in 43 UK secondary schools, who received universal SBMT (ie, “.b” program), within the MYRIAD trial (ISRCTN86619085). Following previous research, student, teacher, school, and implementation factors were evaluated as potential predictors of students’ out-of-school mindfulness practice and responsiveness (ie, interest in and attitudes toward SBMT), using mixed-effects linear regression. We explored pupils’ SBMT experiences using thematic content analysis of their answers to 2 free-response questions, 1 question focused on positive experiences and 1 question on difficulties/challenges. Results: Students reported practicing out-of-school mindfulness exercises on average once during the intervention (mean [SD] = 1.16 [1.07]; range, 0-5). Students’ average ratings of responsiveness were intermediate (mean [SD] = 4.72 [2.88]; range, 0-10). Girls reported more responsiveness. High risk of mental health problems was associated with lower responsiveness. Asian ethnicity and higher school-level economic deprivation were related to greater responsiveness. More SBMT sessions and better quality of delivery were associated with both greater mindfulness practice and responsiveness. In terms of students’ experiences of SBMT, the most frequent themes (60% of the minimally elaborated responses) were an increased awareness of bodily feelings/sensations and increased ability to regulate emotions. Conclusion: Most students did not engage with mindfulness practice. Although responsiveness to the SMBT was intermediate on average, there was substantial variation, with some youth rating it negatively and others rating it positively. Future SBMT developers should consider co-designing curricula with students, carefully assessing the student characteristics, aspects of the school environment, and implementation factors associated with mindfulness practice and responsiveness. SBMT teacher training is key, as more observed proficiency in SBMT teaching is associated with greater student mindfulness practice and responsiveness to SBMT.

KW - adolescents

KW - mindfulness practice

KW - mixed methods

KW - responsiveness

KW - school-based mindfulness training

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U2 - 10.1016/j.jaac.2023.02.016

DO - 10.1016/j.jaac.2023.02.016

M3 - Article

C2 - 37236303

AN - SCOPUS:85162915342

SN - 0890-8567

VL - 62

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JO - Journal of the American Academy of Child and Adolescent Psychiatry

JF - Journal of the American Academy of Child and Adolescent Psychiatry

IS - 11

ER -

Do Adolescents Like School-Based Mindfulness Training? Predictors of Mindfulness Practice and Responsiveness in the MYRIAD Trial

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Keywords

UN SDGs

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