Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study
Open accessAbstract
Background: Mindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness among young people. Aims: To assess the acceptability and efficacy of a schools-based universal mindfulness intervention to enhance mental health and well-being. Method: A total of 522 young people aged 12–16 in 12 secondary schools either participated in the Mindfulness in Schools Programme (intervention) or took part in the usual school curriculum (control). Results: Rates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up. Conclusions: The findings provide promising evidence of the programme's acceptability and efficacy.
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Previous studies show that effects are maintained up to three months post-intervention, but these differences depend on participants continuing practice after the intervention.
“estudios previos demuestran que los efectos se mantienen hasta tres meses post intervención, sin embargo, estas diferencias encontradas se encuentran supeditadas a que los participantes continúen con la práctica una vez finalizada la intervención.”
From Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo (2017) · cites this paper as [18]
The Results and impact sections report lower depressive symptoms, lower stress and greater well-being in the intervention group at three-month follow-up. The relationship-between-practice-and-outcomes section links more frequent practice with better outcomes, but reports an association, not that continued practice was necessary to maintain the differences. Page numbers were not available in our copy. (LLM, conf=0.86)
Experimental — accuracy not yet measuredMindfulness-based interventions in youth have shown reductions in depressive symptoms, anxiety symptoms, and stress symptoms, as well as increases in self-esteem.
“Específicamente, las intervenciones basadas en mindfulness aplicadas en jóvenes han mostrado reducción de síntomas depresivos 17-19 , síntomas de ansiedad 20-23 y síntomas de estrés 24 , así como aumento de la autoestima 25,26 .”
From Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo (2017) · cites this paper as [18]
The Results report fewer depressive symptoms after the intervention and at follow-up, and lower stress at follow-up, among participating students relative to controls. The Outcome measures section identifies depression and stress measures, but the paper does not report reductions in anxiety symptoms or increases in self-esteem; greater well-being is not the same as self-esteem. (LLM, conf=0.87)
Experimental — accuracy not yet measuredMindfulness in schools programs are adapted for delivery within school curricula.
“mindfulness in schools programs are adapted for delivery within school curricula (Kuyken et al. 2013)”
From What defines mindfulness-based programs? The warp and the weft (2017) · cites this paper as Kuyken et al. 2013
Mindfulness can alleviate students' depressive symptoms and relieve stress to a certain extent.
“British and American scholars have found that mindfulness can alleviate students' depressive symptoms (Kuyken et al., 2013) and relieve stress (Wall, 2005) to a certain extent.”
From The influences of mindfulness on high-stakes mathematics test achievement of middle school students (2023) · cites this paper as Kuyken et al., 2013
Kuyken et al. demonstrated that maintenance of effects at three months was related to students continuing to practice outside school.
“Kuyken et al. 18 , demostraron que la mantención de los efectos a los tres meses, tenía relación con que los alumnos seguían practicando fuera del colegio.”
From Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo (2017) · cites this paper as [18]
None of neuroscientific studies have explored whether and how brief mindfulness training influences certain psychological features especially social support in college students during the COVID-19 pandemic.
“However, none of neuroscientific studies have explored whether and how brief mindfulness training influences certain psychological features especially social support in college students during the COVID-19 pandemic.”
From Changes in Mental Health and EEG Biomarkers of Undergraduates Under Different Patterns of Mindfulness (2024) · cites this paper as Kuyken et al. 2013
The Main findings discuss a gap in controlled trials of school-based mindfulness programmes, not in neuroscientific studies of college students. Searches for social support, neuroscience, college students, and COVID-19 found no passage addressing the claimed research gap; the Results instead concern depressive symptoms, stress, and well-being in schoolchildren. No page numbers were available in our copy. (LLM, conf=0.77)
Experimental — accuracy not yet measured.b had encouraging data on its efficacy on measures of mental ill health and well-being.
“We selected .b due to the encouraging data on its efficacy on measures of mental ill health and well-being.15”
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- Authors
- Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N., Burnett, R., Cullen, C., Hennelly, S., & Huppert, F.
- Affiliations
- University of Exeter (GB)
- University of Oxford (GB)
- The University of Western Australia (AU)
- Corresponding author
- Kuyken, Willem
- Venue
- British Journal of Psychiatry
- Publisher
- Royal College of Psychiatrists
- Published
- 2013-08
- Volume
- 203
- Issue
- 2
- Pages
- 126-131
- ISSN
- 0007-1250 (ISSN-L)
- 1472-1465
- OpenAlex
- W2163617044
- Cited by
- 427
- References
- 35
- Citations by year
- 2026: 29 · 2025: 29 · 2024: 28 · 2023: 34 · 2022: 28 · 2021: 37 · 2020: 38 · 2019: 52 · 2018: 32 · 2017: 39 · 2016: 35 · 2015: 33 · 2014: 10 · 2013: 2 · 2012: 1
- FWCI
- 29.60
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- The British Journal of Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Figshare (submittedVersion)
- Open Research Exeter (University of Exeter) (submittedVersion)
- Funders
- Wellcome Trust (104908)
- National Institute for Health and Care Research
- University of Exeter
- National Institutes of Health
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- mindfulness, school-based intervention, adolescents, depressive symptoms, stress, well-being, treatment acceptability, feasibility
- MeSH terms
- Adolescent, Awareness, Mental Disorders, Child, Feasibility Studies, Female, Humans, Male, Mental Health, School Health Services, Schools, Stress, Psychological, Students, Treatment Outcome
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