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; Triona 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; Sarah-Jayne Blakermore; Obioha C. Ukoumunne; Mark T. Greenberg; Tamsin Ford; Tim Dalgleish; Sarah Byford; J. Mark G. Williams

doi:10.1136/ebmental-2022-300424

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, Triona Casey, Nicola Dalrymple, Katherine De Wilde, Eleanor-Rose Farley, Jennifer Harper, Verena HinzeNils Kappelmann, Maria Kempnich, Liz Lord, Emma Medlicott, Lucy Palmer, Ariane Petit, Alice Philips, Isobel Pryor-Nitsch, Lucy Radley, Anna Sonley, Jem Shackleford, Alice Tickell, Sarah-Jayne Blakermore, Obioha C. Ukoumunne, Mark T. Greenberg, Tamsin Ford, Tim Dalgleish, Sarah Byford, J. Mark G. Williams

Health Service & Population Research

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

8 Citations (Scopus)

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.

Original language	English
Pages (from-to)	125-134
Number of pages	10
Journal	Evidence-Based Mental Health
Volume	25
Issue number	3
DOIs	https://doi.org/10.1136/ebmental-2022-300424
Publication status	Published - 1 Aug 2022

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10.1136/ebmental-2022-300424

https://ebmh.bmj.com/content/early/2022/07/07/ebmental-2022-300424

Cite this

Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., Nuthall, E., Raja, A., Taylor, L., Tudor, K., Viner, R. M., Allwood, M., Aukland, L., Dunning, D., Casey, T., Dalrymple, N., De Wilde, K., Farley, E-R., Harper, J., ... Williams, J. M. G. (2022). 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. Evidence-Based Mental Health, 25(3), 125-134. https://doi.org/10.1136/ebmental-2022-300424

@article{c6a4773f50c14da7a3f617de7b8b52bb,

title = "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",

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.",

author = "Willem Kuyken and Susan Ball and Catherine Crane and Poushali Ganguli and Benjamin Jones and Jesus Montero-Marin and Elizabeth Nuthall and Anam Raja and Laura Taylor and Kate Tudor and Viner, {Russell M.} and Matthew Allwood and Louise Aukland and Darren Dunning and Triona Casey and Nicola Dalrymple and {De Wilde}, Katherine and Eleanor-Rose Farley and Jennifer Harper and Verena Hinze and Nils Kappelmann and Maria Kempnich and Liz Lord and Emma Medlicott and Lucy Palmer and Ariane Petit and Alice Philips and Isobel Pryor-Nitsch and Lucy Radley and Anna Sonley and Jem Shackleford and Alice Tickell and Sarah-Jayne Blakermore and Ukoumunne, {Obioha C.} and Greenberg, {Mark T.} and Tamsin Ford and Tim Dalgleish and Sarah Byford and Williams, {J. Mark G.}",

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 licence to any Author Accepted Manuscript version arising from this submission. Susan Ball, Ben Jones and Obi Ukoumunne were supported by the National Institute for Health Research (NIHR) Applied Research Collaboration South West Peninsula. JM-M has a “Miguel Servet” research contract from the ISCIII (CP21/00080). Publisher Copyright: {\textcopyright} 2022 BMJ Publishing Group. All rights reserved.",

year = "2022",

month = aug,

day = "1",

doi = "10.1136/ebmental-2022-300424",

language = "English",

volume = "25",

pages = "125--134",

journal = "Evidence-Based Mental Health",

issn = "1362-0347",

publisher = "Royal College of Psychiatrists",

number = "3",

}

Kuyken, W, Ball, S, Crane, C, Ganguli, P, Jones, B, Montero-Marin, J, Nuthall, E, Raja, A, Taylor, L, Tudor, K, Viner, RM, Allwood, M, Aukland, L, Dunning, D, Casey, T, Dalrymple, N, De Wilde, K, Farley, E-R, Harper, J, Hinze, V, Kappelmann, N, Kempnich, M, Lord, L, Medlicott, E, Palmer, L, Petit, A, Philips, A, Pryor-Nitsch, I, Radley, L, Sonley, A, Shackleford, J, Tickell, A, Blakermore, S-J, Ukoumunne, OC, Greenberg, MT, Ford, T, Dalgleish, T, Byford, S & Williams, JMG 2022, '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', Evidence-Based Mental Health, vol. 25, no. 3, pp. 125-134. https://doi.org/10.1136/ebmental-2022-300424

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. / Kuyken, Willem; Ball, Susan; Crane, Catherine et al.

In: Evidence-Based Mental Health, Vol. 25, No. 3, 01.08.2022, p. 125-134.

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

TY - JOUR

T1 - 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

AU - Kuyken, Willem

AU - Ball, Susan

AU - Crane, Catherine

AU - Ganguli, Poushali

AU - Jones, Benjamin

AU - Montero-Marin, Jesus

AU - Nuthall, Elizabeth

AU - Raja, Anam

AU - Taylor, Laura

AU - Tudor, Kate

AU - Viner, Russell M.

AU - Allwood, Matthew

AU - Aukland, Louise

AU - Dunning, Darren

AU - Casey, Triona

AU - Dalrymple, Nicola

AU - De Wilde, Katherine

AU - Farley, Eleanor-Rose

AU - Harper, Jennifer

AU - Hinze, Verena

AU - Kappelmann, Nils

AU - Kempnich, Maria

AU - Lord, Liz

AU - Medlicott, Emma

AU - Palmer, Lucy

AU - Petit, Ariane

AU - Philips, Alice

AU - Pryor-Nitsch, Isobel

AU - Radley, Lucy

AU - Sonley, Anna

AU - Shackleford, Jem

AU - Tickell, Alice

AU - Blakermore, Sarah-Jayne

AU - Ukoumunne, Obioha C.

AU - Greenberg, Mark T.

AU - Ford, Tamsin

AU - Dalgleish, Tim

AU - Byford, Sarah

AU - Williams, J. Mark G.

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 licence to any Author Accepted Manuscript version arising from this submission. Susan Ball, Ben Jones and Obi Ukoumunne were supported by the National Institute for Health Research (NIHR) Applied Research Collaboration South West Peninsula. JM-M has a “Miguel Servet” research contract from the ISCIII (CP21/00080). Publisher Copyright: © 2022 BMJ Publishing Group. All rights reserved.

PY - 2022/8/1

Y1 - 2022/8/1

N2 - 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.

AB - 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.

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U2 - 10.1136/ebmental-2022-300424

DO - 10.1136/ebmental-2022-300424

M3 - Article

SN - 1362-0347

VL - 25

SP - 125

EP - 134

JO - Evidence-Based Mental Health

JF - Evidence-Based Mental Health

IS - 3

ER -

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

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